Global demands for collaborative problem solving (CPS) have sparked investigations of
peer collaboration in the educational context. The aim of this systematic review was to …

Background Group affective states for learning are constantly formed through socio‐
emotional interactions. However, it remains unclear how the affective states vary during …

This study explored the manifestation of multifaceted emotions, sources of emotions, and
emotion regulation strategies of college EFL learners participating in digital collaborative …

This study explored sequential patterns in social interaction states for group-level regulation
of learning during collaborative learning. The participants were secondary school students …

Educational researchers have pointed to socioemotional dimensions of learning as
important in gaining a more nuanced description of student engagement and learning …

Emotions in collaborative learning both originate from and are externalized in students'
socio-emotional interactions, and individual group members evidently contribute to these …

Situated within the context of higher music education, the empirical orientation of this study
is on the reflective accounts of young musicians participating in collaborative ensemble work …

Emotions set the conditions for collaborative learning but can be also evoked by the learning
activities. With emotion regulation, students can alter these affective conditions for their …

A large number of studies highlight the importance of regulation in collaborative learning.
Nevertheless, only some studies describe how to get or support pupils to learn to regulate …

Promoting social presence, social interactions and group regulation is one of the most
recent and active research lines in Computer Supported Collaborative Learning (CSCL) …