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Emotion and culture in a collaborati...

Wells, Terri Lynn.

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Emotion and culture in a collaborative learning environment for engineers.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Emotion and culture in a collaborative learning environment for engineers./
作者:	Wells, Terri Lynn.
面頁冊數:	238 p.
附註:	Source: Dissertation Abstracts International, Volume: 66-08, Section: A, page: 2870.
Contained By:	Dissertation Abstracts International66-08A.
標題:	Education, Language and Literature. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3184825
ISBN:	9780542260162

Emotion and culture in a collaborative learning environment for engineers.
Wells, Terri Lynn.

Emotion and culture in a collaborative learning environment for engineers. - 238 p.

Source: Dissertation Abstracts International, Volume: 66-08, Section: A, page: 2870.

Thesis (Ph.D.)--The University of Texas at Austin, 2005.

The extensive body of research on emotion and culture has identified both commonalities and variation in the expression and experience of emotion across cultures. In addition, social constructivist views of emotion suggest that some features of the expression and experience of emotion are defined by culture-specific rules of behavior. This suggests that individuals who interact with members of a culture different from their own may encounter misunderstandings or miscommunications due to differences in culture-specific rules that govern some aspects of emotion messages. A smaller subset of the research on emotion and culture has looked at emotion in the context of real-life interactions between members of different cultural groups. In particular, there is a small body of work that looks at emotion in culturally diverse work groups. The present study adds to this body of research by looking specifically at emotion in the context of a culturally diverse collaborative learning environment in an undergraduate engineering class.

ISBN: 9780542260162Subjects--Topical Terms:

1018115
Education, Language and Literature.

Emotion and culture in a collaborative learning environment for engineers.
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520 $a Collaborative work sessions were videotaped and a stimulated recall and narrative retelling methodology were used to interview student participants about their emotions during the work sessions and their feelings about collaborative learning. An instructor interview was also conducted. A grounded theory approach was used for data analysis. Results indicate that the problem-solving culture of the engineering students had a greater influence on the students' emotional experiences during the collaborative work sessions and on their feelings about collaborative learning than did individual cultural differences among students. Implications for engineering education and teaching English as a Second Language are discussed.
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