Affect and engagement during small group instruction

被引:201
作者
Linnenbrink-Garcia, Lisa [1 ]
Rogat, Toni Kempler [2 ]
Koskey, Kristin L. K. [3 ]
机构
[1] Duke Univ, Durham, NC 27708 USA
[2] Rutgers State Univ, New Brunswick, NJ 08901 USA
[3] Univ Akron, Akron, OH 44325 USA
关键词
Affect; Emotion; Engagement; Collaborative learning; ACADEMIC EMOTIONS; STUDENTS; MOTIVATION; MOOD; MATHEMATICS; ACHIEVEMENT; EXPERIENCES; BEHAVIORS; GIRLS;
D O I
10.1016/j.cedpsych.2010.09.001
中图分类号
G44 [教育心理学];
学科分类号
0402 ; 040202 ;
摘要
Two studies (Study 1: n = 137; Study 2: n = 192) were conducted to investigate how upper-elementary students' affect during small group instruction related to their social-behavioral engagement during group work. A circumplex model of affect consisting of valence (positive, negative) and activation (high, low) was used to examine the relation of affect to social loafing and quality of group interactions. Across both studies, negative affect (feeling tired or tense) was associated with higher rates of social loafing. Neutral to deactivated positive affect, such as feeling happy or calm, was positively related to positive group interactions, while deactivated negative affect (tired) was negatively associated with positive group interactions. Follow-up cross-lagged analyses to examine reciprocal relations suggested that positive group interactions altered affect on subsequent group tasks, but affect was not related to changes in positive group interactions. These quantitative findings were supplemented with a qualitative analysis of six small groups from Study 2. The qualitative analyses highlighted the reciprocal and cyclical relations between affect and social-behavioral engagement in small groups. (C) 2010 Elsevier Inc. All rights reserved.
引用
收藏
页码:13 / 24
页数:12
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