Yeeun Choi

Topic

Understanding Emotion Regulation During Negative Experiences in Online Group Work: A Case Study of Groups with Varying Sense of Belonging

Department of Educational Psychology and Leadership Studies

Date & location

• Tuesday, January 13, 2026

• 9:30 A.M.

• Virtual Defence

Reviewers

Supervisory Committee

• Dr. Mariel Miller, Department of Educational Psychology and Leadership Studies, University of Victoria (Supervisor)

• Dr. Breanna Lawrence, Department of Educational Psychology and Leadership Studies, UVic (Member) 

External Examiner

• Dr. Allyson Hadwin, Department of Psychology, University of Victoria 

Chair of Oral Examination

• Dr. Megan Ames, Department of Psychology, UVic 

Abstract

As online collaborative learning and teamwork becomes increasingly prevalent, understanding how students regulate emotions in these settings has become increasingly important. While previous research has highlighted the importance of emotion regulation in collaborative learning, little is known about how students regulate emotions during negative experiences, especially in online environments where varying levels of sense of belonging and limited face-to-face interaction shape the context. To address this gap, this study explored how students regulate emotions during negative experiences in online collaborative learning, with particular attention to learners’ sense of belonging. Using a qualitative exploratory case analysis design, (qualitative single-case study with two embedded groups) two groups completing an online collaborative case-based performance assessment (CCPA) in an undergraduate learning-to-learn course were examined. Data sources included self-reported sense of belonging on the Perceived Cohesion Scale (Bollen & Hoyle, 1990), students’ self reported emotion regulation in a narrative constructor tool completed after the exam, and video recordings of group interactions during negative experiences. Findings indicate that emotion regulation in this online collaborative exam context was shaped by diverse triggers and strategies. Consistent with the Trigger Framework (Järvelä & Hadwin, 2024) and frameworks of regulation of collaboration (Hadwin et al., 2018), results illustrate how emotion triggers surfaced, how regulation unfolded at both individual and collective levels, and how belongingness was reflected in these processes. Findings advance understanding of how students with differing levels of belongingness navigated emotion regulation, offering insights for the design of supportive learning contexts that foster connection, care, and collaboration.