Motivation and Emotion Regulation in Collaborative Learning Contexts
Järvenoja, Hanna; Törmänen, Tiina; Järvelä, Sanna; Shubina, Tatiana (2023-11-28)
Avaa tiedosto
Sisältö avataan julkiseksi: 28.05.2025
Järvenoja, Hanna
Törmänen, Tiina
Järvelä, Sanna
Shubina, Tatiana
Routledge
28.11.2023
Järvenoja, H., Törmänen, T., Järvelä, S., & Shubina, T. (2023). Motivation and emotion regulation in collaborative learning contexts. In G. Hagenauer, R. Lazarides, & H. Järvenoja, Motivation and Emotion in Learning and Teaching across Educational Contexts (1st ed., pp. 100–113). Routledge. https://doi.org/10.4324/9781003303473-8
https://creativecommons.org/licenses/by-nc-nd/4.0/
This is an Accepted Manuscript of a book chapter published by Routledge/CRC Press in Motivation and Emotion in Learning and Teaching across Educational Contexts : Theoretical and Methodological Perspectives and Empirical Insights on 28 November 2023, available online: http://www.routledge.com/9781003303473. It is deposited under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License (http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited, and is not altered, transformed, or built upon in any way.
https://creativecommons.org/licenses/by-nc-nd/4.0/
This is an Accepted Manuscript of a book chapter published by Routledge/CRC Press in Motivation and Emotion in Learning and Teaching across Educational Contexts : Theoretical and Methodological Perspectives and Empirical Insights on 28 November 2023, available online: http://www.routledge.com/9781003303473. It is deposited under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License (http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited, and is not altered, transformed, or built upon in any way.
https://creativecommons.org/licenses/by-nc-nd/4.0/
Julkaisun pysyvä osoite on
https://urn.fi/URN:NBN:fi:oulu-202405133373
https://urn.fi/URN:NBN:fi:oulu-202405133373
Tiivistelmä
Abstract
This chapter frames the theoretical underpinnings of motivation and emotion regulation in collaborative learning contexts. Self-regulated learning theories provide the chapter a theoretical grounding for considering the motivation and emotions related to learning in groups. The chapter begins by defining the types of regulation present in collaborative learning contexts – namely, self-, co-, and socially shared regulation – and the role of motivation and emotion regulation in them. Next, it elaborates on the function of motivation and emotions as social forms of regulation. The focus is on (1) motivational and emotional conditions, (2) situational and contextual variations, and (3) the temporal manifestation of motivation and emotion regulation in interaction. Prior studies have indicated that although the occurrence of co- and socially shared regulation of motivation and emotions is relatively rare, they are meaningful to group collaborations. Groups can activate socially share regulation of learning throughout the collaborative learning process to establish a stage for high-level cognitive processes. It is claimed that motivation and emotions are integral parts of social and cognitive functioning and should be studied in relation to the situation, context and other group processes.
This chapter frames the theoretical underpinnings of motivation and emotion regulation in collaborative learning contexts. Self-regulated learning theories provide the chapter a theoretical grounding for considering the motivation and emotions related to learning in groups. The chapter begins by defining the types of regulation present in collaborative learning contexts – namely, self-, co-, and socially shared regulation – and the role of motivation and emotion regulation in them. Next, it elaborates on the function of motivation and emotions as social forms of regulation. The focus is on (1) motivational and emotional conditions, (2) situational and contextual variations, and (3) the temporal manifestation of motivation and emotion regulation in interaction. Prior studies have indicated that although the occurrence of co- and socially shared regulation of motivation and emotions is relatively rare, they are meaningful to group collaborations. Groups can activate socially share regulation of learning throughout the collaborative learning process to establish a stage for high-level cognitive processes. It is claimed that motivation and emotions are integral parts of social and cognitive functioning and should be studied in relation to the situation, context and other group processes.
Kokoelmat
- Avoin saatavuus [32889]