University of Oulu

Kristiina Mänty, Hanna Järvenoja, Tiina Törmänen, Socio-emotional interaction in collaborative learning: Combining individual emotional experiences and group-level emotion regulation, International Journal of Educational Research, Volume 102, 2020, 101589, ISSN 0883-0355,

Socio-emotional interaction in collaborative learning : combining individual emotional experiences and group-level emotion regulation

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Author: Mänty, Kristiina1; Järvenoja, Hanna1; Törmänen, Tiina1
Organizations: 1Learning and Educational Technology Research Unit, Faculty of Education, University of Oulu, P.O.BOX 2000, FIN-90014, Finland
Format: article
Version: published version
Access: open
Online Access: PDF Full Text (PDF, 0.8 MB)
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Language: English
Published: Elsevier, 2020
Publish Date: 2020-06-30


This study explores how groups’ negative socio-emotional interactions and related emotion regulation during a collaborative physics task are interconnected with 12-year-old primary school students’ (N = 37) situated individual emotional experiences. To accomplish this, the study relates group-level video data analysis with students’ self-reported emotional experiences. The results indicate that students’ negative emotional experiences related to the task prior to collaborative working increase the group’s emotion regulation during the collaboration and that negative group interactions negatively affect students’ emotional experiences after the task. The study also shows that even though group-level regulation is more likely to change the valence of the group’s interaction from negative to positive, regulation does not always succeed in making a difference to the students’ overall emotional experiences.

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Series: International journal of educational research
ISSN: 0883-0355
ISSN-E: 1873-538X
ISSN-L: 0883-0355
Volume: 102
Article number: 101589
DOI: 10.1016/j.ijer.2020.101589
Type of Publication: A1 Journal article – refereed
Field of Science: 515 Psychology
516 Educational sciences
Funding: This research was funded by the Academy of Finland (Grant number 297686) and carried out with the support of LeaF Research Infrastructure, University of Oulu, Finland.
Academy of Finland Grant Number: 297686
Detailed Information: 297686 (Academy of Finland Funding decision)
Copyright information: © 2020 The Authors. Published by Elsevier Ltd. This is an open access article under the CC BY-NC-ND license (