Emotion Synchrony in Collaborative Learning: The Effects of Emotion Regulation and Students' Perceived Challenges

• In Event: The Role of Emotions in Learning

Abstract

We explored the relationships among students’ perceived collaboration challenges, emotion regulation strategies (i.e., reappraisal and suppression), and emotion synchrony (i.e., valence synchrony and arousal synchrony) in collaborative classroom settings. 84 students in groups of 4 to 6 learners participated in this study. Partial least squares structural equation modelling was used to investigate how these potential antecedents influence students’ emotion synchrony in collaborative learning. Findings revealed a strong relationship between cognitive reappraisal and emotion synchrony, with reappraisal having distinct effects on arousal and valence synchrony. Furthermore, perceived challenge weakened the positive effect of reappraisal on arousal synchrony. This study provided insights into students’ emotional responses in natural classroom settings and informed the role of emotion regulation in collaborative learning environments.

Authors

• Xiaoshan Huang, McGill University
  Presenting Author

• Tingting Wang, McGill University
  Non-Presenting Author

• Shan Li, Lehigh University
  Non-Presenting Author

• Alejandra Ruiz-Segura, McGill University
  Non-Presenting Author

• Chengyi Tan, McGill University
  Non-Presenting Author

• Susanne P. Lajoie, McGill University
  Non-Presenting Author