Physiological synchrony among collaborating students related only to cognitive regulation, while motivational regulation changes related to achievement¶

Claim · All claims
Evidence · 1 study · review r2 · q2
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Session-based physiological synchrony among collaborating high school students was related only to cognitive regulation, and changes in motivational regulation related to learning achievement. → Järvelä 2019

Evidence¶

Järvelä 2019¶

Järvelä, S., Järvenoja, H., & Malmberg, J. (2019). Capturing the dynamic and cyclical nature of regulation: Methodological Progress in understanding socially shared regulation in learning. International Journal of Computer-Supported Collaborative Learning. https://doi.org/10.1007/s11412-019-09313-2

q2 · i? · review · r2

Narrative review reporting Dindar et al. (2019): "Dindar et al. (2019), for example, studied high school students' (N = 31) advanced physics lessons" with physiological synchrony. The review attributes that "physiological synchrony among the collaborating students was related only to cognitive regulation" and motivational regulation changes related to achievement; no effect size is printed, so impact is null.

"Dindar et al. (2019), for example, studied high school students' (N = 31) advanced physics lessons where students worked on collaborative learning tasks in 15 sessions, and the researchers measured overall session-based physiological synchrony among the group members."

Discussion¶

Related Claims¶

• Real collaborative groups show higher physiological synchrony than randomly matched false groups on %REC, %DET, and ADL — related
• Session-level physiological synchrony occurred in the two groups that struggled with the collaborative exam, while the two groups that found the task easy showed no synchrony. — related
• Neither physiological arousal nor physiological synchrony predicts equality of participation in monitoring interactions — related
• The editorial reports that a mixed methods study of 42 participant pairs found partly contradictory and partly complementary results on physiological synchrony and collaborative learning — related