Törmänen, T., Järvenoja, H., Saqr, M., Malmberg, J., & Järvelä, S. (2022). A person-centered approach to study students’ socio-emotional interaction profiles and regulation of collaborative learning. Frontiers in Education, 7, 866612. https://doi.org/10.3389/feduc.2022.866612
A person-centered approach to study students’ socio-emotional interaction profiles and regulation of collaborative learning
|Author:||Törmänen, Tiina1; Järvenoja, Hanna1; Saqr, Mohammed2;|
1Learning and Educational Technology Research Unit, Faculty of Education, University of Oulu, Oulu, Finland
2School of Computing, University of Eastern Finland, Joensuu, Finland
|Online Access:||PDF Full Text (PDF, 3.2 MB)|
|Persistent link:|| http://urn.fi/urn:nbn:fi-fe2023022228346
|Publish Date:|| 2023-02-22
Emotions in collaborative learning both originate from and are externalized in students’ socio-emotional interactions, and individual group members evidently contribute to these interactions to varying degrees. Research indicates that socio-emotional interactions within a group are related with the occurrence of co- and socially shared regulation of learning, which poses a need to study individual contributions to these interactions via a person-centered approach. This study implements multimodal data (video and electrodermal activity) and sequence mining methods to explore how secondary school students’ (n = 54, 18 groups) participation in socio-emotional interactions evolved across a series of collaborative tasks. On this basis, it identifies subgroups of students with distinct longitudinal profiles. Furthermore, it investigates how students with different socio-emotional interaction profiles contributed to their groups’ regulation of learning. Three profiles were identified: negative, neutral, and diverse. Each profile represents a particular socio-emotional interaction pattern with unique characteristics regarding the emotional valence of participation and physiological emotional activation. The profiles relate to students’ contributions to group regulation of learning. Students with the diverse profile were more likely to contribute to regulation, whereas the neutral profile students were less likely to contribute. The results highlight the importance of person-centered methods to account for individual differences and participation dynamics in collaborative learning and consequently clarify how they relate to and influence group regulation of learning.
Frontiers in education
|Type of Publication:||
A1 Journal article – refereed
|Field of Science:||
516 Educational sciences
This research was funded by the Academy of Finland (grant nos. 297686, 259214, and 308809, 324381) and by the Finnish Cultural Foundation. It is connected to a strategic profiling funding in human sciences [Academy of Finland (grant no. 318930), https://www.oulu.fi/university/genz-profiling-project].
|Academy of Finland Grant Number:||
297686 (Academy of Finland Funding decision)
259214 (Academy of Finland Funding decision)
308809 (Academy of Finland Funding decision)
324381 (Academy of Finland Funding decision)
The datasets presented in this article are not readily available because the dataset includes personalized data from minor participants. The research permission approved by the ethics committee delimits the use of data to the research group members. The metadata for this study can be found in the Etsin, Finnish Fairdata services: https://etsin.fairdata.fi/dataset/2dc7f39a-c849-41a2-8094-59247161b767. Requests to access the datasets should be directed to SJ, email@example.com.
© 2022 Törmänen, Järvenoja, Saqr, Malmberg and Järvelä. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.