University of Oulu

Törmänen, T., Järvenoja, H., Saqr, M., Malmberg, J., & Järvelä, S. (2023). Affective states and regulation of learning during socio-emotional interactions in secondary school collaborative groups. British Journal of Educational Psychology, 93(Suppl. 1), 48– 70.

Affective states and regulation of learning during socio-emotional interactions in secondary school collaborative groups

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Author: Törmänen, Tiina1; Järvenoja, Hanna1; Saqr, Mohammed2;
Organizations: 1Faculty of Education, University of Oulu, Oulu, Finland
2School of Computing, University of Eastern Finland, Joensuu, Finland
Format: article
Version: published version
Access: open
Online Access: PDF Full Text (PDF, 2.1 MB)
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Language: English
Published: John Wiley & Sons, 2022
Publish Date: 2023-01-18


Background: Group affective states for learning are constantly formed through socio-emotional interactions. However, it remains unclear how the affective states vary during collaboration and how they occur with regulation of learning. Appropriate methods are needed to track both group affective states and these interaction processes.

Aims: The present study identifies different socio-emotional interaction episodes during groups’ collaborative learning and examines how group affective states fluctuate with regulation of learning during these episodes.

Sample: The participants were 54 secondary school students working in groups across four science learning sessions.

Methods: Multichannel process data (video, electrodermal activity [EDA]) were collected in an authentic classroom. Groups’ affective states were measured with emotional valence captured from video data, and activation captured as sympathetic arousal from EDA data. Regulation of learning was observed from the videotaped interactions.

Results: The study disclosed four clusters of socio-emotional interaction episodes (positive, negative, occasional regulation, frequent regulation), which differed in terms of fluctuation of affective states and activated regulation of learning. These clustered episodes confirm how affective states are constantly reset by socio-emotional interactions and regulation of learning. The results also show that states requiring regulation do not automatically lead to its activation.

Conclusions: By advancing existing understanding of how group level socio-emotional processes contribute to regulation of learning, the study has implications for educational design and psychological practice. Methodologically, it contributes to collaborative learning research by employing multiple data channels (including biophysiological measures) to explore the various dimensions of socio-emotional processes in groups.

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Series: British journal of educational psychology
ISSN: 0007-0998
ISSN-E: 2044-8279
ISSN-L: 0007-0998
Volume: 93
Issue: 51
Pages: 48 - 70
Article number: e12525
DOI: 10.1111/bjep.12525
Type of Publication: A1 Journal article – refereed
Field of Science: 516 Educational sciences
Funding: This research was funded by the Academy of Finland [grant numbers 297686, 259214, 308809, 324381] and by the Finnish Cultural Foundation. It is connected to a strategic profiling funding in human sciences (Academy of Finland [grant number 318930], 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)
259214 (Academy of Finland Funding decision)
308809 (Academy of Finland Funding decision)
324381 (Academy of Finland Funding decision)
Copyright information: © 2022 The Authors. British Journal of Educational Psychology published by John Wiley & Sons Ltd on behalf of British Psychological Society. This is an open access article under the terms of the Creative Commons Attribution License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited.