Abstracts - Earli

The effects of extrinsic feedback and goal orientation instructions on performance, positive affect,and state anxietyFotini Dina, Aristotle University of Thessaloniki, GreeceAnastasia Efklides, Aristotle University of Thessaloniki, GreeceThe present study aimed at investigating the effect of goal orientation instructions (mastery vs.performance) and the extrinsic feedback (EF) valence on students’ performance, interest and likingof the task, and anxiety state. There were 870 students of 7th and 9th grade, randomly allocated toone of 7 groups according to the goal orientation instructions and EF valence: Mastery-PositiveEF, Mastery-Negative EF, Mastery-No EF, Performance-Positive EF, Performance-Negative EF,Performance-No EF, and the Control Group (no instructions, no EF). Students’ personal goalorientations (mastery, performance-approach, performance-avoidance), mathematical ability, andanxiety trait were measured before the experimental treatment. Measures of interest and liking ofthe task along with other metacognitive experiences were collected before and after solving eachof 3 mathematical word problems of increasing difficulty. For each task, EF was provided; stateanxiety was measured after solving the 3 problems. A series of ANCOVAs and regressionanalyses showed that performance instructions led to higher task performance as compared to themastery or no instructions groups. Interest and liking was increased in the mastery instructionsgroups, whereas feelings of confidence and satisfaction were increased in the performanceinstructions groups. Yet, positive affect was also related to students’ mastery- and performanceapproachorientation regardless of instructions. Negative EF increased state anxiety in theperformance instructions groups and less so in the Mastery-Negative EF group; the latter did notdiffer significantly from the rest of the groups. The highest task performance without state anxietywas in the Performance-No EF group.Emotion regulation in social learning situation - do students regulate their emotions together?Hanna Järvenoja, University of Oulu, FinlandSanna Järvelä, University of Oulu, FinlandThis study investigates students’ regulation of emotions while they study collaboratively. Thefocus is on those socio-emotional challenges, which the students face during collaborative learningand the dynamics of socially shared and individual regulation processes in these situations.Therefore, the concept of self-regulation is complemented with socially shared regulationprocesses, which broadens the traditional self-focused regulation to social perspective. The aim isto study (1) what kinds of emotional challenges do the social aspects of collaborative learningbring to the learning situation, and, (2) do students use self-, other- and shared-regulation in thesesocio-emotionally challenging situations? Sixty-three higher education students were studied ingroups of 3-5 members during three collaborative learning tasks. The student interpretations ofexperienced social challenges and their attempts to regulate emotions evoked by these challengeswere collected after every task using a dynamic questionnaire instrument. The results showed thatthe group members experienced varying types of social challenges. These different interpretationsdid not mean, however, that group members would not share some of the responsibility of theiremotion regulation to complement individual self-regulation processes. On the contrary, sharedregulationwas reported more often than self-regulation. The results also demonstrated howintrinsic dynamics of groups derive from both individual and social elements of collaborativesituations.– 53 –