In der Veranstaltung werden laufende Forschungsarbeiten im Fach Psychologie vorgestellt und diskutiert.

Collaborative learning is a promising learning method that can help students achieve higher learning success. However, during collaboration, many different regulation problems may occur that hinder learning. Since group members with a similar problem perception are assumed to be more likely to align their regulation efforts, we hypothesize that a homogenous problem perception is important for successful problem regulation. Yet, it is still unclear how learners identify and communicate the problems they face within their groups. To address this research gap, the present study examined N = 291 students who worked together in small learning groups. After the learning session, students rated the extent to which 33 different regulation problems occurred in their group, the problem perception within the group and their regulation success. As an objective measure of regulation success, participants answered a knowledge test. We conducted multi-level-analysis to test whether a homogenous problem perception is associated with regulation success. Preliminary results indicate that ho mogenous problem perception predicted regulation success. In addition, we interviewed teams with particularly high or low homogenous problem perception to explore how groups achieve homogeneity. Preliminary results indicate that verbal phrases, paraverbal aspects (e.g., tone) as well as previous experiences with online collab oration are relevant factors for achieving homogenous problem perception whereas nonverbal signals seemed to be of secondary relevance. Interestingly, both learners from a group with homogenous perception as well as participants from a group with a heterogenous problem perception believed to share a similar problem perception within their group.