About this Research Topic
The meaning of socio-emotional interaction and emotion regulation proved essential for group learning at the latest when the world was faced with Covid-19 crisis and education all over the world was forced to think of new ways to motivate students to engage in learning in an emotionally challenging situation. Collaborative learning provided a chance to continue social relations when suddenly all facial communication decreased into minimum. The purpose of this special issue is to present the latest cutting-edge theoretical and empirical advancements in the study of emotions and regulation in collaborative learning environments. The special issue will collect contributions employing different research methods in various contexts to capture both individual- and group-level learning processes from socio-emotional perspective.
The purpose of this Research Topic is to present cutting-edge methodological and empirical advancements in the study of emotions and emotion regulation in collaborative (or other social) learning environments. The article collection will collect together empirical contributions employing different research methods in various contexts to capture both individual- and group-level emotional processes (e.g. emotion regulation and socio-emotional interaction). We look for papers that introduce empirical findings from various collaborative settings as well as papers that introduce and showcase innovative methodological solutions for studying emotions and their regulation in authentic learning settings and in relation to social interaction. We also prompt each manuscript to discuss the presented empirical results and methodological advancements in relation to latest theory development.
Keywords: collaborative learning, emotions, emotion regulation, multiple methods, social interaction
Important Note: All contributions to this Research Topic must be within the scope of the section and journal to which they are submitted, as defined in their mission statements. Frontiers reserves the right to guide an out-of-scope manuscript to a more suitable section or journal at any stage of peer review.