Abstract

This paper presents a study that aims to identify the trajectory of job tension during a challenge-based learning (CBL) activity and study the role of student workgroup emotional intelligence in such a context. More longitudinal research on student stress is deemed necessary. The authors used Karasek’s demand-control model (1979), collected longitudinal data (gathered at ten time points) from a 73-member team participating in an international student competition, and analyzed the data using the latent growth model approach. To the authors’ knowledge no research has used panel data with multiple time points to explore the trajectory of job tension during a challenge-based learning activity. The findings indicate that the job tension of teams participating in a challenge-based learning activity has a quadratic rate of change, and that student work group emotional intelligence predicts individual differences with respect to team-level job tension. Practical implications include actions to improve the implementation of CBL tasks and to better deal with job tension and emotional intelligence in working groups.

摘要

本文提出了一项研究，旨在识别基于挑战的学习（CBL）活动期间工作紧张的轨迹，并研究在这种情况下学生工作组情绪智力的作用。认为有必要对学生的压力进行更纵向的研究。作者使用Karasek的需求控制模型（1979），从参加国际学生竞赛的73人团队中收集了纵向数据（在10个时间点收集），并使用潜在增长模型方法对数据进行了分析。据作者所知，没有研究使用具有多个时间点的面板数据来探索基于挑战的学习活动中工作紧张的轨迹。研究结果表明，参加基于挑战的学习活动的团队的工作压力具有二次变化率，并且该学生工作小组的情绪智力可以预测团队级别工作压力方面的个体差异。实际意义包括采取行动改善CBL任务的执行，并更好地处理工作组中的工作压力和情商。