Understanding emotion regulation during negative experiences in online group work: A case study of groups with varying sense of belonging
| dc.contributor.author | Yeeun, Choi | |
| dc.contributor.supervisor | Mariel, Miller | |
| dc.date.accessioned | 2026-02-03T23:39:37Z | |
| dc.date.available | 2026-02-03T23:39:37Z | |
| dc.date.issued | 2026 | |
| dc.degree.department | Department of Educational Psychology and Leadership Studies | |
| dc.degree.level | Master of Arts MA | |
| dc.description.abstract | As online collaborative learning and teamwork becomes increasingly prevalent, it has become critical to understand how students regulate emotions in these settings. While previous research has highlighted the importance of emotion regulation in collaborative learning, little is known about how students regulate emotions during negative experiences, especially in online environments where varying levels of sense of belonging and limited face-to-face interaction shape the context. To address this gap, this study used a qualitative exploratory case analysis design to explore how students regulate emotions during negative experiences in an online collaborative case-based performance assessment (CCPA), with particular attention to learners’ sense of belonging. Participants were two groups of undergraduate students enrolled in an undergraduate learning-to-learn course. Data sources included self-reported sense of belonging on the Perceived Cohesion Scale (Bollen & Hoyle, 1990), students’ self-reported emotion regulation in a narrative constructor tool completed after the exam, and video recordings of group interactions during negative experiences. Findings indicate that emotion regulation was triggered by a range of emotions situationally embedded in negative experiences. In response to triggers, learners primarily used task- and interaction-focused strategies, rather than direct emotional modulation with different strategies used at the individual and group level. Individuals often used avoidance strategies, while group-level regulation strategies commonly focused on sustaining teamwork. Finally, patterns across groups indicated high belonging did not prevent negative emotion nor guarantee effective regulation. Findings advance understanding of how students with differing levels of belongingness navigated emotion regulation, offering insights for the design of supportive learning contexts that foster connection, care, and collaboration. | |
| dc.description.scholarlevel | Graduate | |
| dc.identifier.uri | https://hdl.handle.net/1828/23095 | |
| dc.language | English | eng |
| dc.language.iso | en | |
| dc.rights | Available to the World Wide Web | |
| dc.subject | Online collaborative learning | |
| dc.subject | Emotion regulation | |
| dc.subject | Sense of belonging | |
| dc.subject | Case-based performance assessment | |
| dc.subject | Qualitative case analysis | |
| dc.subject | Regulation of Collaboration | |
| dc.title | Understanding emotion regulation during negative experiences in online group work: A case study of groups with varying sense of belonging | |
| dc.type | Thesis |