A Study On The Effect Of The Application Of Group Emotion Regulation Strategies On Online Collaborative Learning

With the continuous development of network technology and its in-depth integration with education,online collaborative learning has become an effective learning method to promote learners’ knowledge construction.Compared to individual learning,the process of learners’ academic emotional changes in online collaborative learning becomes more complex,and the emotional state of each group member contributes to the group’s social emotional atmosphere and the entire learning process.At the same time,students’ sense of belonging and self-identification towards online collaborative learning groups can affect learners’ collaborative learning emotions,which in turn directly affect learners’ collaborative learning outcomes.Therefore,it is crucial to explore how group members regulate group academic emotions and the impact of group academic emotional regulation on the effectiveness of collaborative learning in an online collaborative learning environment.This study takes students participating in online collaborative learning as the research object,uses the Group Emotion Scale to measure students’ group academic emotions during collaborative learning,and conducts video coding analysis of group emotional regulation behaviors during collaborative learning to explore the impact of group emotional regulation strategies on collaborative learning outcomes,and further analyzes the mediating role of group emotions in the impact process and the regulatory role of learners.The specific research work includes the following aspects:1.Types of group emotion regulation strategies used by learners in collaborative learningThis study conducted video recording and behavioral coding on classroom behaviors of learners in collaborative learning activities,and conducted lag sequence analysis and descriptive statistical analysis on video data coding to obtain the types and tendencies of application of learners’ group emotion regulation strategies in collaborative learning.The results showed that all four group emotion regulation strategies were used in collaborative learning,with task structure strategy being the most frequently used,followed by awareness raising strategy,and encouragement strategy and social reinforcement strategy being less frequently used in collaborative learning activities.2.The Effect of Group Emotion Regulation Strategies on Collaborative LearningAfter a systematic analysis of group emotion regulation strategies and group academic emotion theory,this study comprehensively adopted various research methods to analyze the impact of group emotion regulation strategies on group academic emotion.Firstly,the quasi experimental research method is used to collect the process data of students’ collaborative learning activities,and obtain the actual classroom video of collaborative learning activities;Then,the lag sequence analysis method is used to analyze the recorded videos of collaborative learning activities to obtain the application tendencies and behavioral sequences of group emotion regulation strategies;Then collect and analyze the effects of collaborative learning;Finally,based on the analysis results of the above research,explore the impact of group emotion regulation strategies on the effectiveness of collaborative learning.The results show that group emotion regulation strategies can affect the effectiveness of collaborative learning for learners.When learners apply more task structure strategies and awareness raising strategies,the better the effectiveness of collaborative learning for learners is,while the application of social reinforcement strategies has little impact on the effectiveness of collaborative learning for learners.3.Mediation of group academic emotionsThis study used a scale to measure the group emotions of members participating in collaborative learning activities,obtaining group emotions before and after collaborative learning activities.Based on the changes in group academic emotions during the collaborative learning process of learners,it explored the mediating role of group academic emotions in the entire impact process.The results show that after applying group emotion regulation strategies,the academic emotions of groups have undergone certain changes,and the differences in the use of group emotion regulation strategies also lead to differences in the effectiveness of collaborative learning to a certain extent.Specifically,group academic emotions play a mediating role in the entire process.Among them,task structure strategies and awareness raising strategies can help learners gain more positive emotions.Groups with group emotions changing to positive states have better collaborative learning effects,while groups with group emotions remaining unchanged or changing to negative states have relatively poor collaborative learning effects.4.The Regulatory Role of Learners in the Process of Group Emotion RegulationStudents have different responsibilities and roles in collaborative learning activities,making the application of group emotion regulation strategies more complex.This study uses a quasi experimental approach to determine students’ collaborative learning roles from the perspective of learners with different roles;Use the scale to collect group emotions of members participating in online collaborative learning activities;Then,the lag sequence analysis method is used to analyze the recorded videos of collaborative learning activities to obtain the application tendencies and behavioral sequences of group emotion regulation strategies for learners with different roles.Based on this,this study explores the application of group emotion regulation strategies among learners with different roles and their impact on group academic emotions.The results show that leaders and summarizers are more likely to use task structure strategies and awareness raising strategies in collaborative learning activities.When there are more isolators in a group,the effectiveness of collaborative learning is generally poor.This study is based on the real situation of collaborative learning activities,using quasi experimental methods,video analysis methods,and questionnaire methods to explore the application of group emotion regulation strategies in online collaborative learning activities and their impact on collaborative learning outcomes,and to explore the mediating role of group academic emotions and the regulatory role of learners.The research results can not only enrich the empirical and theoretical studies related to group academic emotions in collaborative learning environments,but also have certain guiding value for teachers to guide students to regulate group emotions during online collaborative learning courses,enhance students’ sense of belonging and identity in online collaborative learning,and improve the effectiveness of collaborative learning.