Goal:
The aim of the study is to gain a deeper understanding of emotion regulation when solving complex problems in educational groups. It can be observed that the competence of complex problem solving is an increasingly important key competence in the field of education.

Theory:
Complex problems can lead to emotions of uncertainty, anxiety or uncontrollability (Dörner, 2012). Studies show that emotions influence problem solving and emphasise the importance of emotion regulation (e.g. Spering, Wagener & Funke, 2005). Group performance in problem solving can be influenced both positively (process gains) and negatively (process loss) by teamwork (Lafond, Jobidon, Aubé & Tremblay, 2011).

Method:
In the qualitative explorative study, a complex problem, a four-hour simulation game with the aim of building a fire extinguishing system with certain requirements, was worked on during an unsystematic, non-participatory behavioural observation (n=6). Further aspects were recorded with the help of a questionnaire, mood diagrams and interviews. The FEEL-E, by Grob and Horowitz (2014), was used to assess emotion regulation with twelve emotion regulation strategies relating to the emotions of anger, fear and sadness.

Result:
The most frequently used adaptive strategies were cognitive problem solving, mood elevation and reappraisal. In addition, other group emotion regulation strategies (ERS) observed were appreciation, support and a sense of community. Interaction partners in the group were able to influence each other's emotions, and there were individual differences in the use of ERS. There appear to be correlations between the degree to which group members apply individual ERS and the degree to which these strategies are applied in the group context. Adaptive ERS were found to be more conducive to group dynamics, while maladaptive strategies did not benefit the group, as many resources had to be used to reintegrate the person back into the group.

Limitations and implications:
The study shows that ERS are highly relevant for teamwork, the education sector and society. The findings should help lead to more efficient solution finding and thus facilitate the process of problem solving. The findings are positive for problem-solving knowledge per se but especially for learners as individuals and as part of a group and their role in teamwork, for group mood and its consequences.
Further research could investigate the extent to which this positive effect for learners extends to the perception of competence and self-efficacy and, in addition to increasing the number of participants, research could create a new opportunity to put groups together in the best possible way, in addition to competences and skills, in order to be able to cope with complex tasks.

References:
[1] Dörner, D. (2012). Die Logik des Misslingens: strategisches Denken in komplexen Situationen (11. Aufl.). Reinbek bei Hamburg: Rowohlt.
[2] Grob, A. & Horowitz, D. (2014). Fragebogen zur Erhebung der Emotionsregulation bei Erwachsenen (FEEL-E). Bern: Verlag Hans Huber.
[3] Lafond, D., Jobidon, M.-E., Aubé, C., & Tremblay, S. (2011). Evidence of structure-specific teamwork requirements and implications for team design. Small Group Research, 42(5), 507-535. doi: 10.1177/1046496410397617
[4] Spering, M., Wagener, D., & Funke, J. (2005). The role of emotions in complex problem-solving. [Die Rolle von Emotionen beim komplexen Problemlösen]. Cognition and Emotion, 19(8), 1252- 1261.

Keywords: Problem solving, emotion regulation, game-based learning.