Regulation and Socio-Emotional Interactions in a Positive and a Negative Group Climate

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dc.contributor.author Bakhtiar, Aishah
dc.contributor.author Webster, Elizabeth A.
dc.contributor.author Hadwin, Allyson F.
dc.date.accessioned 2018-05-14T18:47:07Z
dc.date.copyright 2018 en_US
dc.date.issued 2018-04
dc.identifier.citation Bakhtiar, A., Webster, E.A. & Hadwin, A.F. (2018). Regulation and socio-emotional interactions in a positive and a negative group climate. Metacognition Learning, 13(1), 57-90. doi: 10.1007/s11409-017-9178-x en_US
dc.identifier.uri http://dx.doi.org/10.1007/s11409-017-9178-x
dc.identifier.uri https://dspace.library.uvic.ca//handle/1828/9371
dc.description.abstract Collaboration in an online environment can be a socially and emotionally demanding task. It requires group members to engage in a great deal of regulation, where favourable emotions need to be sustained for the group’s productive functioning. The purpose of this cross-case analysis was to examine the interplay of two groups’ regulatory processes, regulatory modes, and socio-emotional interactions that contribute to or are influenced by emotions and socio-emotional climate perceived in the group. Specifically, this study compared a group of 4 students unanimously reporting a positive climate to a group of 4 students unanimously reporting a negative climate after completing a 90-min online text-based collaborative assignment. By drawing on two data channels (i.e., observed regulatory actions and socio-emotional interactions during collaboration and self-reported data about emotional beliefs and perceptions), four contrasting group features emerged: (a) incoming conditions served as a foundation for creating a positive collaborative experience, (b) regulation of emotions during initial planning, (c) negative emotions served as a constraint for shared adaptation in the face of a challenge, and (d) encouragement and motivational statements served as effective strategies for creating a positive climate. Implications for researching and supporting emotion regulation in collaborative learning are discussed. en_US
dc.description.sponsorship This study was funded by Social Science and Humanities Research Council Canada (Standard Research Grant 435–2012-0529 awarded to A. F. Hadwin; and Doctoral Fellowship awarded to E. A. Webster). en_US
dc.language.iso en en_US
dc.publisher Metacognition Learning en_US
dc.subject Cross-case analysis en_US
dc.subject Computer-supported collaborative learning en_US
dc.subject Regulation en_US
dc.subject Socio-emotional interactions en_US
dc.subject Emotions en_US
dc.title Regulation and Socio-Emotional Interactions in a Positive and a Negative Group Climate en_US
dc.type Postprint en_US
dc.description.scholarlevel Faculty en_US
dc.description.reviewstatus Reviewed en_US
dc.description.embargo 2019-04-01

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