Abstract:

Cooperative work can be a successful method of developing personality traits by promoting student motivation. However, emotional aspects can generate problems when working together, these can cause the success or failure of an academic work. The objective of this study was to know and analyze the emotional regulation of the students of the Degree in Physical Activity and Sports Sciences of a Chilean University and a Spanish University. The instrument used was the AIRE questionnaire (Adaptive Instrument for Regulation of Emotions) (Järvenoja et al., 2013) which was translated and adapted by the cognitive style group of the National Pedagogical University of Colombia (Granados and Hederich, 2021). The results indicate that the two main purposes that the students (Chile and Spain) set themselves at the beginning of the work was to assume their responsibility for the work and extract new ideas from the activities of the group work. As for the challenges and difficulties encountered in the work process,the greatest challenges presented are related to the fact that some people had personal circumstances and commitments, which made it difficult to arrive on time or stay late in the meeting. The mechanisms of emotional regulation used to solve the problems were for Chilean students self-regulation (internal rationalities) and co-regulation (attempts at persuasion), while for Spanish students they used social regulation (group communicative situations). Therefore, knowing the mechanisms that students use in their emotional regulation, from the perspective of cooperative work, gives us valuable information about the possible difficulties that may interfere with the execution of the assigned task, such as tensions. These must be processed and resolved individually, so that it does not affect social interaction.

Keywords:

Group work, skills development, social skills, physical activity sciences.