The relationship between emotional interaction and learning engagement in online collaborative learning: Moderated mediating effect.
Saved in:
| Title: | The relationship between emotional interaction and learning engagement in online collaborative learning: Moderated mediating effect. |
|---|---|
| Authors: | Wang, Wei (AUTHOR), Wang, Xiaoying (AUTHOR), Li, Shanshan (AUTHOR), Ma, Tianshu (AUTHOR), Poni Liu, M. N. (AUTHOR), Sun, Hongzhi (AUTHOR) |
| Source: | Psychology in the Schools. Apr2024, Vol. 61 Issue 4, p1549-1564. 16p. |
| Subjects: | Online education, Collaborative learning, Courseware, Rumination (Cognition), Optimism |
| Abstract: | The prevalence of collaborative learning in online virtual environments is on the rise. It is vital to investigate the effect of emotional interaction on the learning engagement of students. The university students who participated in 16 h of online collaborative learning responded to an anonymous survey. The instruments included Collaborative Learning Emotional Interaction Scale, Loneliness Scale, Positive and Negative Rumination Scale, and Learning Engagement Scale. The mediating and moderating roles of variables were tested. Both positive and negative emotional interactions in online collaborative learning positively predicted learning engagement. Positive emotional interaction can inversely predict loneliness, while negative emotional interaction has a positive effect on loneliness. Loneliness inversely predicts learning engagement. In the low level of positive rumination, loneliness has a significant inhibitory effect on learning engagement, and the effect is much greater than that in the high level of positive rumination. In online collaborative learning, loneliness mediates the effect of learners' emotional interaction on learning engagement. The level of positive rumination moderated the connection between loneliness and learning engagement, the second part of the mediation model. We can begin by increasing learners' positive rumination and reducing the detrimental impact of negative emotional interaction and isolation on learning engagement in online collaborative learning. Practitioner Points: In online collaborative learning, both short‐term positive and negative emotional interactions promoted learning engagement. It was not recommended that teachers categorically stop negative emotional interactions between learners.It was recommended that teachers pay attention to learners' loneliness in online collaborative learning, which was induced by negative emotional interactions and undermines learning engagement.Teachers could mitigate the damage to learning engagement caused by emotional events brought about by negative emotional interactions in online collaborative learning by increasing learners' levels of positive ruminative thinking. [ABSTRACT FROM AUTHOR] |
| Copyright of Psychology in the Schools is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
|
Full text is not displayed to guests.
Login for full access.
|
|
| Abstract: | The prevalence of collaborative learning in online virtual environments is on the rise. It is vital to investigate the effect of emotional interaction on the learning engagement of students. The university students who participated in 16 h of online collaborative learning responded to an anonymous survey. The instruments included Collaborative Learning Emotional Interaction Scale, Loneliness Scale, Positive and Negative Rumination Scale, and Learning Engagement Scale. The mediating and moderating roles of variables were tested. Both positive and negative emotional interactions in online collaborative learning positively predicted learning engagement. Positive emotional interaction can inversely predict loneliness, while negative emotional interaction has a positive effect on loneliness. Loneliness inversely predicts learning engagement. In the low level of positive rumination, loneliness has a significant inhibitory effect on learning engagement, and the effect is much greater than that in the high level of positive rumination. In online collaborative learning, loneliness mediates the effect of learners' emotional interaction on learning engagement. The level of positive rumination moderated the connection between loneliness and learning engagement, the second part of the mediation model. We can begin by increasing learners' positive rumination and reducing the detrimental impact of negative emotional interaction and isolation on learning engagement in online collaborative learning. Practitioner Points: In online collaborative learning, both short‐term positive and negative emotional interactions promoted learning engagement. It was not recommended that teachers categorically stop negative emotional interactions between learners.It was recommended that teachers pay attention to learners' loneliness in online collaborative learning, which was induced by negative emotional interactions and undermines learning engagement.Teachers could mitigate the damage to learning engagement caused by emotional events brought about by negative emotional interactions in online collaborative learning by increasing learners' levels of positive ruminative thinking. [ABSTRACT FROM AUTHOR] |
|---|---|
| ISSN: | 00333085 |
| DOI: | 10.1002/pits.23125 |
