Regulation of Challenges in High- and Low-Performing Groups: A Comparative Case Analysis

• In Event: Measuring and Regulating Emotions in Diverse Learning Contexts

Abstract

This study explores group regulation during an online collaborative, scenario-based exam. Using self-report data, video observation, and facial expression recognition, we contrasted a high and low-performing group based on the challenges encountered and the strategies used to respond during their mid-term exam. Findings indicated groups encountered a range of challenges related to cognition and behaviour. While groups did not report emotion challenges, anger was the most common non-neutral emotion detected. Finally, groups differed in the strategies used to resolve challenges with the high-performing group employing diverse strategies to overcome difficulties. This study contributes to understanding of how regulation intentionally unfolds in context and underscores the potential of using students’ self-reported experiences to integrate and make sense of multimodal data.

Authors

• Mariel F.W. Miller, University of Victoria

• Matthew Moreno, University of Central Florida

• Allyson F. Hadwin, University of Victoria

• Jason Matthew Harley, McGill University

• Susanne P. Lajoie, McGill University

• Reinhard Pekrun, University of Essex

• Keerat Kaur Grewal, McGill University