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Sharing Emotions Contributes to Regulating Collaborative Intentions in Group Problem-Solving
Collaborative problem-solving has been gaining attention as more and more students and employees work together all around the world to find solutions to complex problems. This trend goes hand in hand with a growing interest in the role of affective processes in learning and problem-solving fields. H...
Autores principales: | , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Frontiers Media S.A.
2020
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7308483/ https://www.ncbi.nlm.nih.gov/pubmed/32612556 http://dx.doi.org/10.3389/fpsyg.2020.01160 |
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author | Avry, Sunny Molinari, Gaëlle Bétrancourt, Mireille Chanel, Guillaume |
author_facet | Avry, Sunny Molinari, Gaëlle Bétrancourt, Mireille Chanel, Guillaume |
author_sort | Avry, Sunny |
collection | PubMed |
description | Collaborative problem-solving has been gaining attention as more and more students and employees work together all around the world to find solutions to complex problems. This trend goes hand in hand with a growing interest in the role of affective processes in learning and problem-solving fields. However, the comprehension of real-time dynamics between emotional sharing and collaborative exchanges (what we propose to call “collaborative act”) still needs to be deepened. The challenge is especially on understanding the interplay between real-time changes in epistemic and relational dimensions. In this study, we propose to explore this question in dyadic creative problem-solving. Eleven pairs of participants used an argument graph tool to co-create a slogan against violence at school. The tool was used to write down slogans and build a joint map of the group argumentation. During the collaboration, they had access to an emotion awareness tool, allowing them to share emotional labels in real time. An indicator of real-time use was computed to track ongoing changes in collaborative acts during collaboration. Then, using both inferential and descriptive statistics, we first investigated whether emotional sharing induces real-time adaptation of both emitter’s and receiver’s collaborative acts. Second, we looked at privileged relationships between emitter’s collaborative acts, emitter’s emotion sharing, and receiver’s collaborative acts. The preliminary results obtained (1) confirm that emotional sharing regulates emitter’s and receiver’s collaborative acts and (2) strongly suggest that specific emotions mark specific patterns of collaboration in different collaborative phases, implying both the epistemic and the relational spaces of collaboration. These results highlight the value of studying emotional sharing for a deeper comprehension of the factors regulating collaborative problem-solving. Perspectives in educational psychology and computer science are considered, with the will to understand and promote better self- and co-regulation of collaborative problem-solving through emotional sharing. |
format | Online Article Text |
id | pubmed-7308483 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2020 |
publisher | Frontiers Media S.A. |
record_format | MEDLINE/PubMed |
spelling | pubmed-73084832020-06-30 Sharing Emotions Contributes to Regulating Collaborative Intentions in Group Problem-Solving Avry, Sunny Molinari, Gaëlle Bétrancourt, Mireille Chanel, Guillaume Front Psychol Psychology Collaborative problem-solving has been gaining attention as more and more students and employees work together all around the world to find solutions to complex problems. This trend goes hand in hand with a growing interest in the role of affective processes in learning and problem-solving fields. However, the comprehension of real-time dynamics between emotional sharing and collaborative exchanges (what we propose to call “collaborative act”) still needs to be deepened. The challenge is especially on understanding the interplay between real-time changes in epistemic and relational dimensions. In this study, we propose to explore this question in dyadic creative problem-solving. Eleven pairs of participants used an argument graph tool to co-create a slogan against violence at school. The tool was used to write down slogans and build a joint map of the group argumentation. During the collaboration, they had access to an emotion awareness tool, allowing them to share emotional labels in real time. An indicator of real-time use was computed to track ongoing changes in collaborative acts during collaboration. Then, using both inferential and descriptive statistics, we first investigated whether emotional sharing induces real-time adaptation of both emitter’s and receiver’s collaborative acts. Second, we looked at privileged relationships between emitter’s collaborative acts, emitter’s emotion sharing, and receiver’s collaborative acts. The preliminary results obtained (1) confirm that emotional sharing regulates emitter’s and receiver’s collaborative acts and (2) strongly suggest that specific emotions mark specific patterns of collaboration in different collaborative phases, implying both the epistemic and the relational spaces of collaboration. These results highlight the value of studying emotional sharing for a deeper comprehension of the factors regulating collaborative problem-solving. Perspectives in educational psychology and computer science are considered, with the will to understand and promote better self- and co-regulation of collaborative problem-solving through emotional sharing. Frontiers Media S.A. 2020-06-16 /pmc/articles/PMC7308483/ /pubmed/32612556 http://dx.doi.org/10.3389/fpsyg.2020.01160 Text en Copyright © 2020 Avry, Molinari, Bétrancourt and Chanel. http://creativecommons.org/licenses/by/4.0/ This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms. |
spellingShingle | Psychology Avry, Sunny Molinari, Gaëlle Bétrancourt, Mireille Chanel, Guillaume Sharing Emotions Contributes to Regulating Collaborative Intentions in Group Problem-Solving |
title | Sharing Emotions Contributes to Regulating Collaborative Intentions in Group Problem-Solving |
title_full | Sharing Emotions Contributes to Regulating Collaborative Intentions in Group Problem-Solving |
title_fullStr | Sharing Emotions Contributes to Regulating Collaborative Intentions in Group Problem-Solving |
title_full_unstemmed | Sharing Emotions Contributes to Regulating Collaborative Intentions in Group Problem-Solving |
title_short | Sharing Emotions Contributes to Regulating Collaborative Intentions in Group Problem-Solving |
title_sort | sharing emotions contributes to regulating collaborative intentions in group problem-solving |
topic | Psychology |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7308483/ https://www.ncbi.nlm.nih.gov/pubmed/32612556 http://dx.doi.org/10.3389/fpsyg.2020.01160 |
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