The Role of Coping in Small-Group Socially Shared Regulation of Learning

• In Event: 75.018 - Motivation and Learning in Groups

Abstract

Real-time interaction analyses were conducted on four small learning groups to investigate the role of student coping behavior in the socially shared regulation of learning (SSRL). Analyses of group level interactions (a) identified student challenge management and coping strategies, and (b) determined how these strategies related to group SSRL and academic achievement. Results show that group management and coping strategies that focused members’ attention on either negative emotions or avoiding negative emotions were related to relatively low group academic achievement. Group management strategies that focused students’ attention on the task and fostered SSRL behaviors such as joint attention, shared problem-solving and positive emotion were related to relatively moderate to high group academic achievement.

Author

• Ruby Inez Vega, Massachusetts College of Liberal Arts