Cultural Considerations for Emotion Regulation in Multicultural Learning Environments

• In Event: AERA Roundtable Session Friday 3:20 pm Four Seasons Ballroom 4
  In Roundtable Session: Contextual Factors in Self-Regulated Learning (Table 1)

Abstract

As learning environments in tertiary education become increasingly culturally diverse, it is pivotal to understand how students collaborate and study in multicultural learning environments, as well as how they strategically navigate and regulate their learning within these social contexts. In the current study, we conducted a thematic analysis of results from the new Multicultural Social Regulation of Learning Questionnaire (MSoRLQ) to investigate how students’ cultural background influences their interpretation of socioemotional challenges and subsequent emotional responses, as well as their regulation strategies to overcome these difficult interactions. Our findings have implications for helping educators better interpret and support collaborative interactions in multicultural learning environments.

Authors

• Hongwei Xie, McGill University

• Lea Smit, McGill University

• Nikki G. Lobczowski, McGill University