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Collaborative music making can be a socially and emotionally demanding endeavour. Performing music in such settings, such as a chamber music ensemble, requires musicians to engage in a great deal of regulation, where favourable affective and cognitive skills are needed to be sustained for the execution of a successful performance.
The social interaction that takes place in a group setting encourages individuals to share and amplify varying perspectives and eventually broaden their skills and learning beyond their individual capacities (Isohätälä, Järvenoja et al., 2017)
However, previous studies have also suggested that students working in such settings face challenges that may have a negative effect on the team’s performance and overall learning outcomes (Järvenoja & Järvelä 2009, Isohätälä, Järvenoja et al., 2017)
Dealing with such challenges requires group members to engage in negotiation, reconsideration, and active listening skills when socio-emotional obstacles, such as varying levels of engagement, different goals and perspectives present themselves. The current project aims to investigate such interactions by employing a theory-driven approach to study and analyse the socio-emotional interactions within and regulatory processes that unfold in tandem while musicians are performing alongside each other.
More specifically, the study in hand aims to investigate what kind of socio-emotional obstacles higher music education students experience during a chamber music rehearsal and how student musicians regulate the emotions surfacing during these group learning situations.
As such, the main purpose is to highlight the regulatory processes that are perceived as adaptive and have a positive influence over the group’s emotional climate and overall performance outcome. The proposal builds on social-cognitive view of self-regulated learning (SRL) (Schunk, 1989; Zimmerman, 1989), as well as more recent research examining the other forms of regulation, namely co- and socially shared regulation, that encompasses processes taking place in highly dynamic and interactive learning environments (Hadwin, Järvelä et al., 2011; Järvelä & Hadwin, 2013; Järvelä, Järvenoja et al., 2016).
Hadwin, A. F., Järvelä, S., Mariel Miller, M. (2011). Self-regulated, co-regulated, and socially shared regulation of learning. In D. H. Schunk & B. J. Zimmerman (Eds.), Handbook of self-regulation of learning and performance. (pp. 65-84). New York, NY: Routledge.
Isohätälä, J., Järvenoja, H. & Järvelä, S. (2017). Socially shared regulation of learning and participation in social interaction in collaborative learning. International Journal of Educational Research, 81(11-24). https://doi.org/10.1016/j.ijer.2016.10.006
Järvelä, S. & Hadwin, A. F. (2013). New frontiers: Regulating learning in CSCL. Educational Psychologist, 48(1), 25-39. https://doi.org/10.1080/00461520.2012.748006
Järvelä, S., Järvenoja, H., Malmberg, J., Isohätälä, J. & Sobocinski, M. (2016). How do types of interaction and phases of self-regulated learning set a stage for collaborative engagement? Learning and Instruction, 43, 39-51. https://doi.org/10.1016/j.learninstruc.2016.01.005
Järvenoja, H. & Järvelä, S. (2009). Emotion control in collaborative learning situations: Do students regulate emotions evoked by social challenges. British Journal of Educational Psychology, 79(3), 463-481. https://doi.org/10.1348/000709909X402811
Schunk, D. H. (1989). Social cognitive theory and self-regulated learning. In B. J. Zimmerman & D. H. Schunk (Eds.), Self-regulated learning and academic achievement: Theory, research, and practice. (pp. 83-110). New York: Springer.
Zimmerman, B. J. (1989). A social cognitive view of self-regulated academic learning. Journal of educational psychology, 81(3), 329–339. https://doi.org/10.1037/0022-06220.127.116.119