Emotions and emotion regulation in undergraduate studying: examining students’ reports from a self-regulated learning perspective

Webster, Elizabeth; Hadwin, Allyson F.

doi:10.1080/01443410.2014.895292

Cited by 67 publications

(66 citation statements)

References 60 publications

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“…For example, positive activating emotions (e.g., enjoyment) may increase motivation whereas negative deactivating emotions (e.g., boredom) may decrease motivation (Pekrun, Goetz, Titz, & Perry, 2002). However, in our past research with students recalling emotions while studying independently, a scale reliability analysis indicated emotions fit better together when grouped solely by valence rather than by both dimensions (Webster & Hadwin, 2015). In addition, we found boredom was a unique emotion that did not fit on the other scales and, thus, analyzed it independently.…”

Section: Academic Emotionsmentioning

confidence: 78%

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

Bakhtiar

Webster

Hadwin

2017

Metacognition Learning

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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: Academic Emotionsmentioning

confidence: 78%

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

Bakhtiar

Webster

Hadwin

2017

Metacognition Learning

Self Cite

132

112

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“…Even though the amount of research into various aspects of SRL has increased substantially in recent years, the role of emotional regulation in SRL and collaborative learning has remained an underexplored area of study (Järvenoja et al 2013;Webster and Hadwin 2015). Emotions in the academic context can be called as intense reactions directed towards learning situation (Goetz et al 2006).…”

Section: Srl Dimensions and Academic Achievementmentioning

confidence: 99%

Matching self-reports with electrodermal activity data: Investigating temporal changes in self-regulated learning

et al. 2019

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This study investigated the interplay of temporal changes in self-regulated learning processes (i.e., behavioral, cognitive, motivational and emotional) and their relationship with academic achievement in computer-supported collaborative learning. The study employed electrodermal activity and self-report data to capture the dynamicity of selfregulated learning processes during 15 sessions of collaborative learning activities. Our findings revealed that the changes in motivational regulation was related to academic achievement. However, academic achievement was not related to behavioral regulation, cognitive regulation or emotional regulation. Physiological synchrony among the collaborating students was found to be related only to cognitive regulation. The results also showed that the concordance of self-report data among the collaborating students was related to higher physiological synchrony among them in the behavioral, cognitive, and motivational dimensions of self-regulated learning. The findings reflect the complexity of the relationships between self-regulated learning constructs and demonstrates the potential value of physiological measures in self-regulated learning research.

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“…One such study is the meta-analysis carried out by Sitzmann and Ely (2011) on SRL among adults, which reveals that the variables with the highest correlations and effects on learning are goal level (p = 0.44, k = 24, N = 3.565), self-efficacy (p = 0.35, k = 60, N = 25.798), effort (p = 0.28, k = 67, N = 8.569), and persistence (p = 0.27, k = 30, N = 6.979). The importance of affects in the adaptation to higher education life is pointed out in international studies that indicate emotions are directly associated with student motivation for learning (Ahmed et al, 2013;Mega et al, 2014;Webster and Hadwin, 2015). However, few studies have investigated positive health indicators and adaptation while relating them to SRL.…”

Section: Introductionmentioning

confidence: 99%

Contributions of Positive Psychology in Self-Regulated Learning: A Study With Brazilian Undergraduate Students

Kaiser¹,

Reppold²,

Hutz

et al. 2020

Front. Psychol.

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Self-regulated learning (SRL) is an important factor for academic success. The present study aimed to investigate the relationship between constructs typical of positive psychology (PP; self-esteem, self-efficacy, affects, life satisfaction, optimism, and hope) and SRL while indicating the explained variance of these constructs in an SRL model. The study comprised 1,046 undergraduate students from 63 public higher education institutions from all demographic regions of Brazil. Significant correlations (p < 0.01) were found between SRL and all PP variables. Moderate correlations were found with self-efficacy and positive affects. The linear regression analysis indicated that one model explains 41.9% of the variance in SRL. The data are discussed based on the potential of PP and SRL interventions to improve academic performance and student adaptation to higher education environments.

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Emotions and emotion regulation in undergraduate studying: examining students’ reports from a self-regulated learning perspective

Cited by 67 publications

References 60 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

Matching self-reports with electrodermal activity data: Investigating temporal changes in self-regulated learning

Contributions of Positive Psychology in Self-Regulated Learning: A Study With Brazilian Undergraduate Students

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