The Role of Social Emotions and Co-regulation of Learning During Complex Math Problem Solving

Abstract

We investigated the antecedents and consequences of social emotions in the context of mathematics problem solving within a cooperative learning situation with elementary students. Twenty-nine fifth grade students were asked to solve a complex mathematics problem in groups. Measures of task value, perceived control, and basic needs satisfaction were collected. After problem solving, interviews were conducted to obtain a richer picture of students’ experiences. A think aloud protocol was used to capture co-regulatory processes. Results revealed that task value, control and basic needs were antecedents to the social emotions that students experienced. Social emotions subsequently mediated feelings of relatedness and functional co-regulatory strategies.