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Regulation of emotions in socially challenging learning situations: An instrument to measure the adaptive and social nature of the regulation process

Järvenoja, H., Volet, S. and Järvelä, S. (2013) Regulation of emotions in socially challenging learning situations: An instrument to measure the adaptive and social nature of the regulation process. Educational Psychology, 33 (1). pp. 31-58.

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Link to Published Version: http://dx.doi.org/10.1080/01443410.2012.742334
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Abstract

Self-regulated learning (SRL) research has conventionally relied on measures, which treat SRL as an aptitude. To study self-regulation and motivation in learning contexts as an ongoing adaptive process, situation-specific methods are needed in addition to static measures. This article presents an 18Adaptive Instrument for Regulation of Emotions 19 aimed at accessing students 19 experiences of individual and socially shared regulation of emotions in a socially challenging learning situation. The instrument, grounded in self-regulated and socially regulated learning theory, comprises four interrelated components: the socio-emotional challenges experienced in a collaborative learning situation; individual and group-level attempts to regulate the immediate emotions evoked by the challenges; the personal goals; and goal attainment pursued in that situation. The theoretical foundation of the instrument and its components are outlined and some reliability issues illustrated. The limitations but also educational potential of the instrument to understand regulation of emotions in socially challenging learning situations are discussed.

Publication Type: Journal Article
Murdoch Affiliation: School of Education
Publisher: Routledge, Taylor & Francis Group
Copyright: 2012 Taylor & Francis
URI: http://researchrepository.murdoch.edu.au/id/eprint/12590
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