A Person-Centered Approach to Study Students’ Socio-Emotional Interaction Profiles and Regulation of Collaborative Learning
Emotions in collaborative learning both originate from and are externalized in students’ socio-emotional interactions, and individual group members evidently contribute to these interactions to varying degrees. Research indicates that socio-emotional interactions within a group are related with the...
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2022-06-01
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| Series: | Frontiers in Education |
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| Online Access: | https://www.frontiersin.org/articles/10.3389/feduc.2022.866612/full |
| _version_ | 1811251462451232768 |
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| author | Tiina Törmänen Hanna Järvenoja Mohammed Saqr Jonna Malmberg Sanna Järvelä |
| author_facet | Tiina Törmänen Hanna Järvenoja Mohammed Saqr Jonna Malmberg Sanna Järvelä |
| author_sort | Tiina Törmänen |
| collection | DOAJ |
| description | Emotions in collaborative learning both originate from and are externalized in students’ socio-emotional interactions, and individual group members evidently contribute to these interactions to varying degrees. Research indicates that socio-emotional interactions within a group are related with the occurrence of co- and socially shared regulation of learning, which poses a need to study individual contributions to these interactions via a person-centered approach. This study implements multimodal data (video and electrodermal activity) and sequence mining methods to explore how secondary school students’ (n = 54, 18 groups) participation in socio-emotional interactions evolved across a series of collaborative tasks. On this basis, it identifies subgroups of students with distinct longitudinal profiles. Furthermore, it investigates how students with different socio-emotional interaction profiles contributed to their groups’ regulation of learning. Three profiles were identified: negative, neutral, and diverse. Each profile represents a particular socio-emotional interaction pattern with unique characteristics regarding the emotional valence of participation and physiological emotional activation. The profiles relate to students’ contributions to group regulation of learning. Students with the diverse profile were more likely to contribute to regulation, whereas the neutral profile students were less likely to contribute. The results highlight the importance of person-centered methods to account for individual differences and participation dynamics in collaborative learning and consequently clarify how they relate to and influence group regulation of learning. |
| first_indexed | 2024-04-12T16:19:54Z |
| format | Article |
| id | doaj.art-4e4c8233b5a74a9b9c0e1f246e21c953 |
| institution | Directory Open Access Journal |
| issn | 2504-284X |
| language | English |
| last_indexed | 2024-04-12T16:19:54Z |
| publishDate | 2022-06-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Education |
| spelling | doaj.art-4e4c8233b5a74a9b9c0e1f246e21c9532022-12-22T03:25:35ZengFrontiers Media S.A.Frontiers in Education2504-284X2022-06-01710.3389/feduc.2022.866612866612A Person-Centered Approach to Study Students’ Socio-Emotional Interaction Profiles and Regulation of Collaborative LearningTiina Törmänen0Hanna Järvenoja1Mohammed Saqr2Jonna Malmberg3Sanna Järvelä4Learning and Educational Technology Research Unit, Faculty of Education, University of Oulu, Oulu, FinlandLearning and Educational Technology Research Unit, Faculty of Education, University of Oulu, Oulu, FinlandSchool of Computing, University of Eastern Finland, Joensuu, FinlandLearning and Educational Technology Research Unit, Faculty of Education, University of Oulu, Oulu, FinlandLearning and Educational Technology Research Unit, Faculty of Education, University of Oulu, Oulu, FinlandEmotions in collaborative learning both originate from and are externalized in students’ socio-emotional interactions, and individual group members evidently contribute to these interactions to varying degrees. Research indicates that socio-emotional interactions within a group are related with the occurrence of co- and socially shared regulation of learning, which poses a need to study individual contributions to these interactions via a person-centered approach. This study implements multimodal data (video and electrodermal activity) and sequence mining methods to explore how secondary school students’ (n = 54, 18 groups) participation in socio-emotional interactions evolved across a series of collaborative tasks. On this basis, it identifies subgroups of students with distinct longitudinal profiles. Furthermore, it investigates how students with different socio-emotional interaction profiles contributed to their groups’ regulation of learning. Three profiles were identified: negative, neutral, and diverse. Each profile represents a particular socio-emotional interaction pattern with unique characteristics regarding the emotional valence of participation and physiological emotional activation. The profiles relate to students’ contributions to group regulation of learning. Students with the diverse profile were more likely to contribute to regulation, whereas the neutral profile students were less likely to contribute. The results highlight the importance of person-centered methods to account for individual differences and participation dynamics in collaborative learning and consequently clarify how they relate to and influence group regulation of learning.https://www.frontiersin.org/articles/10.3389/feduc.2022.866612/fullemotionssocio-emotional interactionself-regulated learningcollaborative learningperson-centered approachmultimodal data |
| spellingShingle | Tiina Törmänen Hanna Järvenoja Mohammed Saqr Jonna Malmberg Sanna Järvelä A Person-Centered Approach to Study Students’ Socio-Emotional Interaction Profiles and Regulation of Collaborative Learning Frontiers in Education emotions socio-emotional interaction self-regulated learning collaborative learning person-centered approach multimodal data |
| title | A Person-Centered Approach to Study Students’ Socio-Emotional Interaction Profiles and Regulation of Collaborative Learning |
| title_full | A Person-Centered Approach to Study Students’ Socio-Emotional Interaction Profiles and Regulation of Collaborative Learning |
| title_fullStr | A Person-Centered Approach to Study Students’ Socio-Emotional Interaction Profiles and Regulation of Collaborative Learning |
| title_full_unstemmed | A Person-Centered Approach to Study Students’ Socio-Emotional Interaction Profiles and Regulation of Collaborative Learning |
| title_short | A Person-Centered Approach to Study Students’ Socio-Emotional Interaction Profiles and Regulation of Collaborative Learning |
| title_sort | person centered approach to study students socio emotional interaction profiles and regulation of collaborative learning |
| topic | emotions socio-emotional interaction self-regulated learning collaborative learning person-centered approach multimodal data |
| url | https://www.frontiersin.org/articles/10.3389/feduc.2022.866612/full |
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