Mänty, K., Järvenoja, H. & Törmänen, T. The Sequential Composition of Collaborative Groups’ Emotion Regulation in Negative Socio-emotional Interactions. Eur J Psychol Educ (2022). https://doi.org/10.1007/s10212-021-00589-3
The sequential composition of collaborative groups’ emotion regulation in negative socio-emotional interactions
|Author:||Mänty, Kristiina1; Järvenoja, Hanna1; Törmänen, Tiina1|
1Learning and Educational Technology Research Unit, Faculty of Education, Department of Educational Sciences and Teacher Education, Learning and Educational Technology Research Unit, University of Oulu, PO Box 2000, FIN-90014, Oulu, Finland
|Online Access:||PDF Full Text (PDF, 1.1 MB)|
|Persistent link:|| http://urn.fi/urn:nbn:fi-fe2022041128049
|Publish Date:|| 2022-04-11
Research indicates that to adjust a group’s emotional atmosphere for successful collaborative learning, group members need to engage in group-level emotion regulation. However, less is known about the whys and ways regulation is activated at a group level. This research explores what triggers 12-year-old primary school students’ (N = 37) negative socio-emotional interactions during a collaborative science task and whether the nature of the trigger makes a difference to group-level emotion regulation strategies and their sequential composition in these interactions. Groups’ collaborative working was videotaped, and triggers and strategies were analysed. The results reveal that the triggers of negative interactions are linked to the groups’ activated regulation strategies. Motivation control strategies were more represented in situations where negative interactions were triggered by task-related issues, whereas socially related triggers were associated with behavioural regulation strategies. Furthermore, the results illustrate that strategies are concatenated to a series of strategic actions, which mostly begin with sharing an awareness of the trigger. The results indicate a need to focus on the series of strategic actions activated in group interactions. This will help reveal how socially shared regulatory processes build a group’s emotional atmosphere.
European journal of psychology of education
|Type of Publication:||
A1 Journal article – refereed
|Field of Science:||
516 Educational sciences
This research was funded by the Academy of Finland (Grant number 297686) and Finnish Cultural Foundation (00200762) and carried out with the support of LeaF Research Infrastructure, University of Oulu, Finland. Open Access funding provided by University of Oulu including Oulu University Hospital.
|Academy of Finland Grant Number:||
297686 (Academy of Finland Funding decision)
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