Affect and engagement during small group instruction

Trajectories of change in university students’ general views of group work following one single group assignment: significance of instructional context and multidimensional aspects of experience

“…This finding is consistent with the substantial body of literature demonstrating attitude change as a function of affect (Olson, 1993). Furthermore, this highlights the significance of the socioemotional aspects of learning in general (Pekrun, Goetz, Titz, & Perry, 2002), and in collaborative learning in particular (Järvenoja & Järvelä, 2009, Linnenbrink-Garcia et al 2011Wosnitza & Volet, 2005). To date, this aspect of students' experience in small group learning has been under-examined and will need to be given more attention in future research.…”

“…The multidimensionality of students' group work experience can be related to several aspects of group learning. Empirical studies have identified a range of significant dimensions, such as affect (Järvenoja & Järvelä, 2009;Linnenbrink-Garcia, Rogat, & Koskey, in 2011;Author(s), 2005), motivation (Boekaerts & Minnaert, 2006;Author(s), 2009Author(s), , 2012, management issues (Webb, 2009;Author(s), 2006), assessment (Boud, Cohen, & Sampson, 1999;Gatfield, 1999;White, Lloyd, Kennedy, & Stewart, 2005), social aspects (Chiu & Khoo, 2003;Jehn & Shah, 1997;Mello, 1993) as well as cognitive aspects (Cantwell & Andrews, 2002;Hmelo-Silver, Duncan & Chinn, 2007;Kimmel & Volet, 2010;Webb, 2009) of group work.…”

A reciprocal model of achievement goals and learning related emotions in the first year of undergraduate study

“…Although two recent studies have reported significant relations in school-aged students, negative homework-related emotions between grades 9 and 10 (Dettmers et al, 2011) and general positive and negative affect over the course of a 5-week period in 5th grade students (Linnenbrink-Garcia, Rogat, & Koskey, 2011), stability has yet to be established in undergraduate students. Given that achievement goals have shown stability over time in undergraduate students, the types of value and control appraisals that would likely result in change in learning-related emotions, would also remain relatively stable.…”

La inhibición a participar y su nexo con percibir una tutoría diferente

“…El problema y la dinámica que su manejo desencadenó dentro del grupo generaron sentimientos de valencia positiva en más estudiantes del GC que en los del GE. Este interés, cuando es contagioso entre los integrantes del grupo, pudo mejorar la dedicación y compromiso en aquellos estudiantes que forman parte de esa "onda cognitiva-afectiva" 12 , la que no es estable y se ha comprobado que varía entre las diferentes fases por las que atraviesa la solución de un problema 13 . Los porcentajes ya mostrados indican que ese sentimiento no fue exclusivo en los estudiantes del GC, también en el GE (44%) hubo estudiantes que sintieron el efecto del agrado mezclado con el interés en sus tutorías.…”