Online collaborative work model from a socio-emotional perspective
DOI:
https://doi.org/10.5944/ried.27.2.39115Keywords:
teamwork, emotion, self-control, social influence, communication, conflictAbstract
It cannot be assumed that a group of students will automatically work collaboratively on an assignment. To facilitate this level of collaboration (so professors could evoke it) it is essential to understand how this academic interaction takes place. The purpose of this research is to validate a model of factors that provide us with an understanding, from a socioemotional perspective, of how students contribute to the dynamics of their group work. The sample is composed of 722 students from master’s programs in management. The questionnaire utilized in this research was mostly comprised of items taken from highly recognized instruments measuring emotional intelligence. The proposed factors include: Self-control, Personal influence, Comprehensive communication, Teamwork, and Conflict management. A Confirmatory Factor Analysis was used to test the model. Significant differences were seen between females and Teamwork, Personal influence, and Comprehensive communication. Additionally, significance was evidenced between those over 30 years of age and Conflict management, Teamwork and Personal influence. The results provide insight into how to: a) elevate and improve this pedagogical dimension in higher education, and b) provide better guidance to students, allowing them the opportunity to improve their contribution to the teamwork they do and therefore increase the quality of their work.
FULL ARTICLE:
https://revistas.uned.es/index.php/ried/article/view/39115/28915
Downloads
References
Baird, N., & Benson, A. J. (2022). Getting Ahead While Getting Along: Followership as a Key Ingredient for Shared Leadership and Reducing Team Conflict. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.923150
Bar-On, R. (1997). Bar-On Emotional Quotient Inventory (EQ-i): A measure of emotional intelligence. Multi-Heath Systems.
Beal, D. J., Cohen, R. R., Burke, M. J., & McLendon, C. L. (2003). Cohesion and Performance in Groups: A Meta-Analytic Clarification of Construct Relations. Journal of Applied Psychology, 88(6), 989-1004. https://doi.org/10.1037/0021-9010.88.6.989
Bisquerra, R., & Pérez-Escoda, N. (2007). Las competencias emocionales. Educación XXI, 10, 61-82. https://doi.org/10.5944/educxx1.1.10.297
Blau, I., Shamir-Inbal, T., & Avdiel, O. (2020). How does the pedagogical design of a technology-enhanced collaborative academic course promote digital literacies, self-regulation, and perceived learning of students? The Internet and Higher Education, 45, 100722. https://doi.org/10.1016/j.iheduc.2019.100722
Bonny, J. W. (2023). Self-report and facial expression indicators of team cohesion development. Behavior Research Methods, 55(1), 1-15. https://doi.org/10.3758/s13428-022-01799-3
Bourner, J., Hughes, M., & Bourner, T. (2001). First-year Undergraduate Experiences of Group Project Work. Assessment & Evaluation in Higher Education, 26(1), 19-39. https://doi.org/10.1080/02602930020022264
Burleson, B. R. (2003). Emotional support skills. In Handbook of Communication and Social Interaction Skills (pp. 569-612). Routledge. https://doi.org/10.4324/9781410607133-22
Contreras, F., Baykal, E., & Abid, G. (2020). E-Leadership and Teleworking in Times of COVID-19 and Beyond: What We Know and Where Do We Go. Frontiers in Psychology, 11. https://doi.org/10.3389/fpsyg.2020.590271
Curran, P. J., West, S. G., & Finch, J. F. (1996). The Robustness of Test Statistics to Nonnormality and Specification Error in Confirmatory Factor Analysis. Psychological Methods, 1(1), 16-29. https://doi.org/10.1037/1082-989X.1.1.16
Fernandez-Berrocal, P., Extremera, N., & Ramos, N. (2004). Validity and Reliability of the Spanish Modified Version of the Trait Meta-Mood Scale. Psychological Reports, 94(3), 751-755. https://doi.org/10.2466/pr0.94.3.751-755
Fitzgerald, D. B. (2013). The use of the Communication Checklist-Adult (CC-A) for assessing the communication abilities of individuals post traumatic brain injury. https://ro.ecu.edu.au/theses_hons/115
Gagnon, S., & Monties, V. (2023). Interpersonal emotion regulation strategies: Enabling flexibility in high-stress work environments. Journal of Organizational Behavior, 44(1), 84-101. https://doi.org/10.1002/job.2660
Gardner, H. (1983). Frames of mind. Basic Books.
Goleman, D. (1999). Que define a un líder. Harvard Business Review, 29, 1-16.
Goleman, D., Boyatzis, R., & Hay, G. (1999). Emotional Competence Inventory. Hay Group.
Griffith, J. A., Connelly, S., & Thiel, C. E. (2014). Emotion regulation and intragroup conflict: when more distracted minds prevail. International Journal of Conflict Management, 25(2), 148-170. https://doi.org/10.1108/IJCMA-04-2012-0036
Hsu, N., Newman, D. A., & Badura, K. L. (2022). Emotional Intelligence and Transformational Leadership: Meta-Analysis and Explanatory Model of Female Leadership Advantage. Journal of Intelligence, 10(4), 104. https://doi.org/10.3390/jintelligence10040104
Hu, W., Huang, Y., Jia, Y., & Ma, N. (2021). Exploring the Relationship Between Socio-emotional Process and Collaborative Problem Solving. Proceedings of the 13th International Conference on Education Technology and Computers, 437-443. https://doi.org/10.1145/3498765.3498834
Huang, R., Kahai, S., & Jestice, R. (2010). The contingent effects of leadership on team collaboration in virtual teams. Computers in Human Behavior, 26(5), 1098-1110. https://doi.org/10.1016/j.chb.2010.03.014
Huang, X., & Lajoie, S. P. (2023). Social emotional interaction in collaborative learning: Why it matters and how can we measure it? Social Sciences and Humanities Open, 7(1). Elsevier Ltd. https://doi.org/10.1016/j.ssaho.2023.100447
Järvelä, S., & Bannert, M. (2021). Temporal and adaptive processes of regulated learning - What can multimodal data tell? Learning and Instruction, 72, 101268. https://doi.org/10.1016/j.learninstruc.2019.101268
Järvenoja, H., & Järvelä, S. (2005). How students describe the sources of their emotional and motivational experiences during the learning process: A qualitative approach. Learning and Instruction, 15(5), 465-480. https://doi.org/10.1016/j.learninstruc.2005.07.012
Kazemitabar, M., Lajoie, S. P., & Doleck, T. (2022). A process model of team emotion regulation: An expansion of Gross’ individual ER model. Learning, Culture and Social Interaction, 33, 100612. https://doi.org/10.1016/j.lcsi.2022.100612
Mesa Rave, N., Gómez Marín, A., & Arango Vásquez, S. I. (2023). Escenarios colaborativos de enseñanza-aprendizaje mediados por tecnología para propiciar interacciones comunicativas en la educación superior. RIED-Revista Iberoamericana de Educación a Distancia, 26(2), 259-282. https://doi.org/10.5944/ried.26.2.36241
Montalvo, A., & Ávila, S. (2023). Propiedades Psicométricas de un Cuestionario para evaluar el desarrollo competencial de Auto Liderazgo Socio-Emocional en la Modalidad Online de la Formación Superior Universitaria. Digital Education Review, 43(1). https://doi.org/10.1344/der.2023.43.114-130
Montalvo-García, A. (2021). La efectividad de los programas de desarrollo competencial emocional en la universidad [Unpublished doctoral dissertation]. Facultat de Psicologia, Ciencies de l’Educació i de l’Esport Blanquerna. Universitat Ramon Llull. Barcelona.
Montalvo-García, A., Vila, S. A., Pérez, C. T., & Longo, F. (2022). Modelo de Comunicación Integral Online en la Universidad. In Conference proceedings. CIVINEDU 2022: 6th International Virtual Conference on Educational Research and Innovation (pp. 58-63). REDINE (Red de Investigación e Innovación Educativa).
Näykki, P., Järvelä, S., Kirschner, P. A., & Järvenoja, H. (2014). Socio-emotional conflict in collaborative learning—A process-oriented case study in a higher education context. International Journal of Educational Research, 68, 1-14. https://doi.org/10.1016/j.ijer.2014.07.001
Nguyen, A., Järvelä, S., Rosé, C., Järvenoja, H., & Malmberg, J. (2023). Examining socially shared regulation and shared physiological arousal events with multimodal learning analytics. British Journal of Educational Technology, 54(1), 293-312. https://doi.org/10.1111/bjet.13280
Petrides, K. V. (2009). Psychometric properties of the trait emotional intelligence questionnaire (TEIQue). In C. Stough, D. H. Saklofske & J. D. A. Parker (Eds.), Assessing emotional intelligence: Theory, research, and applications (pp. 85-101). NY: Springer Science + Business Media. https://doi.org/10.1007/978-0-387-88370-0_5
Rogat, T. K., & Adams-Wiggins, K. R. (2015). Interrelation between regulatory and socioemotional processes within collaborative groups characterized by facilitative and directive other-regulation. Computers in Human Behavior, 52, 589-600. https://doi.org/10.1016/j.chb.2015.01.026
Saccardi, I., & Masthoff, J. (2023). Adapting Emotional Support in Teams: Emotional Stability and Productivity. UMAP 2023 - Adjunct Proceedings of the 31st ACM Conference on User Modeling, Adaptation and Personalization, 253-265. https://doi.org/10.1145/3563359.3597385
Schutte, N. S., Malouff, J. M., Hall, L. E., Haggerty, D. J., Cooper, J. T., Golden, C. J., & Dornheim, L. (1998). Development and validation of a measure of emotional intelligence. Personality and Individual Differences, 25(2), 167-177. https://doi.org/10.1016/S0191-8869(98)00001-4
Su, Y., Li, Y., Hu, H., & Rosé, C. P. (2018). Exploring college English language learners’ self and social regulation of learning during wiki-supported collaborative reading activities. International Journal of Computer-Supported Collaborative Learning, 13(1), 35-60. https://doi.org/10.1007/s11412-018-9269-y
Wang, X., Liu, S., & Feng, W. (2022). How leader humor stimulates subordinate boundary-spanning behavior: A social information processing theory perspective. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.956387
Wetcho, S., & Na-Songkhla, J. (2022). An Investigation of Pre-Service Teachers Using Mobile and Wearable Devices for Emotion Recognition and Social Sharing of Emotion to Support Emotion Regulation in mCSCL Environments. Contemporary Educational Technology, 14(2), ep359. https://doi.org/10.30935/cedtech/11668
Yu, X., Zhang, L., Liu, M., & He, B. (2023). The Effect of Empathy on Team Members’ Moqi in Virtual Teams: A Moderated Mediation Model. Psychology Research and Behavior Management, 16, 2619-2633. https://doi.org/10.2147/PRBM.S414860
Zha, S., & Ottendorfer, C. L. (2011). Effects of Peer-Led Online Asynchronous Discussion on Undergraduate Students’ Cognitive Achievement. American Journal of Distance Education, 25(4), 238-253. https://doi.org/10.1080/08923647.2011.618314
Zhang, S., Chen, J., Wen, Y., Chen, H., Gao, Q., & Wang, Q. (2021). Capturing regulatory patterns in online collaborative learning: A network analytic approach. International Journal of Computer-Supported Collaborative Learning, 16(1), 37-66. https://doi.org/10.1007/s11412-021-09339-5
Zhao, Y., Yu, T., & Zhang, Z. (2023). The influence of team motivational climate on employee creativity—mediating role of domain-relevant skills. Frontiers in Psychology, 14. https://doi.org/10.3389/fpsyg.2023.1177778
Zhu, Y., Zhang, J. H., Au, W., & Yates, G. (2020). University students’ online learning attitudes and continuous intention to undertake online courses: a self-regulated learning perspective. Educational Technology Research and Development, 68(3), 1485-1519. https://doi.org/10.1007/s11423-020-09753-w
Zirar, A., Muhammad, N., Upadhyay, A., Kumar, A., & Garza-Reyes, J. A. (2023). Exploring lean team development from the Tuckman’s model perspective. Production Planning & Control, 1-22. https://doi.org/10.1080/09537287.2023.2275693
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Santiago Ávila Vila, Adolfo Montalvo García, Frank Longo
This work is licensed under a Creative Commons Attribution 4.0 International License.
The articles that are published in this journal are subject to the following terms:
1. The authors grant the exploitation rights of the work accepted for publication to RIED, guarantee to the journal the right to be the first publication of research understaken and permit the journal to distribute the work published under the license indicated in point 2.
2. The articles are published in the electronic edition of the journal under a Creative Commons Attribution 4.0 International (CC BY 4.0) license. You can copy and redistribute the material in any medium or format, adapt, remix, transform, and build upon the material for any purpose, even commercially. You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
3. Conditions for self-archiving. Authors are encouraged to disseminate electronically the OnlineFirst version (assessed version and accepted for publication) of its articles before publication, always with reference to its publication by RIED, favoring its circulation and dissemination earlier and with this a possible increase in its citation and reach among the academic community.
