Determining The Impact of Student Self-Regulation and Emotional Regulation on Collaborative Work Groups
Keywords:Collaborative Work Groups, Online Learning, Self-Regulation, Emotion Regulation
The goal of this study was to see how students' self-regulation and emotional control affected collaborativegroup work in an online learning environment. At Padang State University, 250 college students participated in this study, which took place in a collaborative group work environment during online learning. Self-administered questionnaires were used to collect data, which was then analyzed using multiple linear regression. According to the findings of this study, self-regulation and emotion control during online learning had a combined influence of 64.2 percent on collaborative group work. Self-regulation, in particular, was shown to have the highest influence, accounting for 54.1 percent of the total. Furthermore, the t-test findings revealed that the proclivity to manage emotions through expressive repression had a detrimental influence on collaborative group work.
Betegón, E., Rodríguez-Medina, J., Del-Valle, M., & Irurtia, M. J. (2022). Emotion Regulation in Adolescents: Evidence of the Validity and Factor Structure of the Cognitive Emotion Regulation Questionnaire (CERQ). International Journal of Environmental Research and Public Health, 19(6), 3602. https://doi.org/10.3390/ijerph19063602
Edi, F., Ambiyar, Verawardina, U., Samsir, & Watrianthos, R. (2021). Improving Lesson Plan Models Using Online-Based in the New Normal Era. EDUTEC: Journal of Education And Technology, 4(3). http://ejournal.ijshs.org/index.php/edu/article/download/109/158
Jermann, F., Van der Linden, M., D’Acremont, M., & Zermatten, A. (2006). Cognitive Emotion Regulation Questionnaire (CERQ). European Journal of Psychological Assessment, 22(2), 126–131. https://doi.org/10.1027/1015-57184.108.40.206
Karudin, A., & Jalinus, N. (2016). Effect of Collaborative Learning Model Jigsaw Type to Motivation, Responsibility and Laerning Results of Students on Thermodynamic Learning in Vocational Education.
Karudin, A., Jalinus, N., & Krismadinata, K. (2017). Collaborative Project-Based Learning: An Instructional Design Model in Themodynamics on Technical Vocational Educatiob and Training (TVET).
Lawson, M. J., Vosniadou, S., Van Deur, P., Wyra, M., & Jeffries, D. (2019). Teachers’ and Students’ Belief Systems About the Self-Regulation of Learning. Educational Psychology Review, 31(1), 223–251. https://doi.org/10.1007/s10648-018-9453-7
Sahir, S. H., Ayu Ramadhana, R. S., Romadhon Marpaung, M. F., Munthe, S. R., & Watrianthos, R. (2021). Online learning sentiment analysis during the covid-19 Indonesia pandemic using twitter data. IOP Conference Series: Materials Science and Engineering, 1156(1), 012011. https://doi.org/10.1088/1757-899x/1156/1/012011
Samsir, Ambiyar, Verawardina, U., Edi, F., & Watrianthos, R. (2021). Analisis Sentimen Pembelajaran Daring Pada Twitter di Masa Pandemi COVID-19. JURNAL MEDIA INFORMATIKA BUDIDARMAJURNAL MEDIA INFORMATIKA BUDIDARMA, 5(10), 174–179. https://doi.org/10.30865/mib.v4i4.2293
Silalahi, J., & Abdullah, R. (2020). Effects of problem-based learning model and collaborative learning model on the learning outcomes of mechanics engineering. Journal of Physics: Conference Series, 1456(1), 12035.
Zhafira, N. H., Ertika, Y., & Chairiyaton. (2020). Persepsi Mahasiswa Terhadap Perkuliahan Daring Sebagai Sarana Pembelajaran Selama Masa Karantina Covid-19. Jurnal Bisnis Dan Kajian Strategi Manajemen, 4, 37–45.
Copyright (c) 2022 Ronal Watrianthos, Decky Antony Kifta, Hendra Sahputra Batubara, Sukardi Sukardi, Syahril Syahril
This work is licensed under a Creative Commons Attribution 4.0 International License.