10.23642/USN.14456133Kristiansen Selma DzemidzicSelmaansen Selma DzemidzicUniversity of South-Eastern NorwayDataverseNO2023OtherVideo data transcriptionvideo excerpts(transcribed)thematic analysis categories clarificationpupil's assignments codeEducationPrimary Education (excl. Maori)face-to-face promotive interaction;cooperative learningcooperative practice;peer supportUSN Research Data SupportUniversity of South-Eastern NorwayUniversity of South-Eastern NorwayUniversity of South-Eastern Norway2023-09-082023-09-0810.3390/educsci1105019515056296547196280312867838011636434772431325422603706414468application/vnd.openxmlformats-officedocument.wordprocessingml.documenttext/plainapplication/vnd.openxmlformats-officedocument.wordprocessingml.documentapplication/vnd.openxmlformats-officedocument.wordprocessingml.documentapplication/vnd.openxmlformats-officedocument.wordprocessingml.documentapplication/vnd.openxmlformats-officedocument.wordprocessingml.documentapplication/vnd.openxmlformats-officedocument.wordprocessingml.documentapplication/vnd.openxmlformats-officedocument.wordprocessingml.documentapplication/vnd.openxmlformats-officedocument.wordprocessingml.documentapplication/vnd.openxmlformats-officedocument.wordprocessingml.documentapplication/vnd.openxmlformats-officedocument.wordprocessingml.documentapplication/vnd.openxmlformats-officedocument.wordprocessingml.document1.0CC BY 4.0DATASET MIGRATED FROM FIGSHARE: <p dir="ltr">This study provides insight into interpersonal behaviour and supportive communication as two aspects of pupils' face-to-face promotive interactions(FtFPI). Sixteen pupils 9–10 years of age were videotaped in four structured mixed-ability groups during CL sessions. Using a thematic hybrid approach, the study found that pupils used verbal and non-verbal features for co-learners’ responsive actions during FtFPI. However, the findings also revealed some factors that interfere with the pupils’ FtFPI, such as having insufficient knowledge and personal skills about peer attention, encouragement and praising.</p><h2>Abstract</h2><p dir="ltr">Promoting pupils’ face-to-face promotive interaction (FtFPI) is crucial for effective cooperative learning (CL) in group work. This article provides insight into interpersonal behaviour and supportive communication as two important aspects of FtFPI. Sixteen pupils 9–10 years of age were videotaped in four structured mixed-ability groups during CL sessions at two primary schools in post-war Bosnia and Herzegovina (BiH). The features of FtFPI that pupils use for peer support in small CL groups and on interfering factors that pupils encounter during FtFPI were analysed using a thematic hybrid approach. The study found that pupils used verbal and non-verbal features for co-learners’ responsive actions during FtFPI. However, the findings also revealed some factors that interfere with the pupils’ FtFPI, such as having insufficient knowledge and personal skills about peer attention, encouragement and praising. The study recommends that future studies should implement the intervention necessary to foster both teachers’ and pupils’ understanding and functional knowledge of FtFPI for successful small CL groups.</p><p dir="ltr"><br></p>