Capturing motivation and emotion regulation during a learning process

Järvenoja, Hanna; Järvelä, Sanna; Törmänen, Tiina; Näykki, Piia; Malmberg, Jonna; Kurki, Kristiina; Mykkänen, Arttu; Isohätälä, Jaana

doi:10.14786/flr.v6i3.369

Cited by 57 publications

(41 citation statements)

References 80 publications

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“…The Importance of Capturing Emotional Processes in Situ. Järvenoja et al (2018) emphasize the importance of conducting research in ecologically valid learning contexts. They point out that examining affective processes during authentic collaboration has allowed them "to analyse motivation and emotion regulation in a context that is not isolated but includes all the situational and contextual features that affect the activation of motivation and emotion regulation" (Järvenoja et al, 2018, p. 87).…”

Section: Global Survey Measures Are Inadequate For Capturing Situatedmentioning

confidence: 99%

“…In particular, researchers must interpret the data, which are restricted to what participants express and/or are willing to disclose through text. As a result, these data may not be an accurate or complete reflection of how students are feeling or what actions they individually take to manage those feelings (Järvenoja et al, 2018;. Triangulating the data by examining multiple sources of information is therefore important for improving understandings of students' emotional experiences.…”

Section: Global Survey Measures Are Inadequate For Capturing Situatedmentioning

confidence: 99%

“…To answer these questions and develop a better understanding of how best to support emotion regulation in collaboration requires measurement methods that capture multiple pieces of information over time in authentic learning contexts (Järvenoja et al, 2018). For example, collecting data in situ using a tool like the SEST or through observation allows researchers to gain insight into emotional processes as they occur and how they relate to other aspects of the situation.…”

Section: Implications For Theory Research and Practicementioning

confidence: 99%

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Regulation and socio-emotional interactions in a positive and a negative group climate

Bakhtiar

Webster

Hadwin

2017

Metacognition Learning

132

112

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The ability to collaborate has been identified as an essential learning outcome for the 21 st century. However, if group members lack the skills, abilities, and attitudes to work in a team, these groups may work inefficiently or fail to achieve what they set out to do. To achieve success, group members need to engage in productive regulatory processes to manage cognitions, behaviors, motivation, and emotions as needed to attain desired outcomes. One area of regulation that has been underemphasized in collaborative contexts is the regulation of emotions. Therefore, the purpose of this multi-paper dissertation was to examine the emotional experiences of undergraduate students working collaboratively on two online time-limited problem-solving tasks. Using a regulation of learning framework, the research unfolded over four studies drawing from a variety of data sources and building upon one another to explore the socio-emotional aspect of online collaboration. Study 1 (Webster & Hadwin, 2018) provides an overview of students' emotions and plans for emotion regulation, self-reported during two collaborative tasks, offering an in-the-moment picture of how students feel and how they respond to those feelings. Study 2 (Bakhtiar, Webster, & Hadwin, 2018) consisted of a comparative case study to examine differences in regulation and socio-emotional interactions between two groups with contrasting socio-emotional climates. Findings revealed differences between these groups in terms of planning and preparation; therefore, the final two studies examined emotions and emotion regulation strategies reported during groupwork under different levels of planning and preparation at the individual or group level. Study 3 (Webster & Hadwin, 2019) documented the types of strategies students recalled using individually and as a group to regulate a salient emotion during collaboration and compared strategies between groups who were given different types of collaborative planning support. Finally, Study 4 (Webster, Davis, & Hadwin, 2019) iv compared emotions, emotion regulation strategies, and evaluations of strategy effectiveness for a purposeful sample of students who were well-prepared versus underprepared for the first of two collaborative working sessions. Four overarching factors emerged from this research as important for productive emotion regulation in online collaboration: (a) planning and preparation, (b) regulating both negative and positive emotions, (c) regulating at both individual and group levels, and (d) providing support for selecting and enacting helpful strategies. With further research, tools and interventions can be improved and utilized to support students to productively regulate in collaborative groups. v Table of Contents Supervisory Committee .

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Section: Global Survey Measures Are Inadequate For Capturing Situatedmentioning

confidence: 99%

Section: Global Survey Measures Are Inadequate For Capturing Situatedmentioning

confidence: 99%

Section: Implications For Theory Research and Practicementioning

confidence: 99%

See 1 more Smart Citation

Regulation and socio-emotional interactions in a positive and a negative group climate

Bakhtiar

Webster

Hadwin

2017

Metacognition Learning

132

112

View full text Add to dashboard Cite

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“…Investigating how individual team members dynamically negotiate their motivation for the group task involves examining the specific actions that unfold during groups' episodes of motivation regulation (Järvenoja et al, 2018). Such an undertaking often requires researchers to intricately code group members' utterances across multiple dimensions of regulation to make sense of the multi-layered processes (see Volet & Vauras, 2013).…”

Section: How Can the Dynamic Interplay Between Modes Of Regulation Bementioning

confidence: 99%

Dynamic Interplay between Modes of Regulation During Motivationally Challenging Episodes in Collaboration

Bakhtiar

Hadwin

2020

FLR

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The cognitive and social demands of collaboration can raise significant motivation challenges. Task progression relies on team members strategically taking control of the problems and adapting accordingly. Theory indicates that productive collaboration involves groups using three modes of regulation: self-regulation, co-regulation, and socially shared regulation. Despite research demonstrating the occurrence of all three modes in collaboration, it is unclear how these modes interact and how co-regulation supports the emergence of self-and shared-regulation of motivation. The study aimed to examine the role co-regulation played in dynamically stimulating the emergence of self-and shared-regulation of motivation. A cross-case comparison was conducted between two groups who experienced high levels of motivation challenges but achieved contrasting perceptions of the overall team learning productivity. During analysis, groups' dynamic regulatory processes within the online environment were visually represented using a tool called the Chronologicallyordered Representation for Tool-Related Activity (CORDTRA). Findings demonstrate that coregulation of motivation may afford and thwart the emergence of self-and shared-regulation, and these processes interacted with the group's situational challenges and the regulatory skills group members possessed. Comparisons between the two groups indicated that groups' motivation regulation should (a) match the demands of the challenges at hand, (b) be positively supported by group members through co-regulation, and (b) involve a more varied strategic responses so that the group may continue to learn and co-construct knowledge effectively as a team.

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“…The use of potential technological enhancements in collaboration necessitates an interdisciplinary understanding of the social factors and emotional dynamics influencing the learning and interaction processes. We argue that when the affective interactions are more thoroughly accounted for and enhanced through technology, they can have positive implications for cognitively effortful and affectively meaningful collaborations, thus contributing to better competence building, social equity, and participation in group workings (Järvenoja and Järvelä, 2013;Isohätälä et al, 2017;Järvenoja et al, 2018).…”

Section: Introductionmentioning

confidence: 99%

Affective Learning in Digital Education—Case Studies of Social Networking Systems, Games for Learning, and Digital Fabrication

et al. 2019

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Technological innovations, such as social networking systems, games for learning, and digital fabrication, are extending learning and interaction opportunities of people in educational and professional contexts. These technological transformations have the ability to deepen, enrich, and adaptively guide learning and interaction, but they also hold potential risks for neglecting people's affective learning processes-that is, learners' emotional experiences and expressions in learning. We argue that technologies and their usage in particular should be designed with the goal of enhancing learning and interaction that acknowledges both fundamental aspects of learning: cognitive and affective. In our empirical research, we have explored the possibility of using various types of emerging digital tools as individual and group support for cognitively effortful and affectively meaningful learning. We present four case studies of experiments dealing with social networking systems, programming with computer games, and "makers culture" and digital fabrication as examples of digital education. All these experiments investigate novel ways of technological integration in learning by focusing on their affective potential. In the first study, a social networking system was used in a higher education context for providing a forum for online learning. The second study demonstrates a Minecraft experiment as game-based learning in primary school education. Finally, the third and the fourth case study showcases examples of "maker" contexts and digital fabrication in early education and in secondary school. It is concluded that digital systems and tools can provide multiple opportunities for affective learning in different contexts within different age groups. As a pedagogical implication, scaffolding in both cognitive and affective learning processes is necessary in order to make the learning experience with emerging digital tools meaningful and engaging.

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Capturing motivation and emotion regulation during a learning process

Cited by 57 publications

References 80 publications

Regulation and socio-emotional interactions in a positive and a negative group climate

Regulation and socio-emotional interactions in a positive and a negative group climate

Dynamic Interplay between Modes of Regulation During Motivationally Challenging Episodes in Collaboration

Affective Learning in Digital Education—Case Studies of Social Networking Systems, Games for Learning, and Digital Fabrication

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