Socio-emotional conflict in collaborative learning—A process-oriented case study in a higher education context

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Emotion Regulation in Achievement Situations: An Integrated Model (2019, background): “…different forms, including coregulation, in which individuals assist one another’s regulation, and socially shared regulation, in which some or all of the group members aim to regulate themselves together in order to reach a shared goal (J€arvel€a, Volet, & J€arvenoja, 2010; N€aykki et al., 2014).”
Regulation and socio-emotional interactions in a positive and a negative group climate (2018, methodology): “Negative affect, if strong and persistent, is typically associated with detrimental outcomes such as withdrawal and lower levels of performance and satisfaction (Chiu and Khoo 2003; Duffy and Shaw 2000; Linnenbrink-Garcia et al. 2011; Näykki et al. 2014).”
Cognitive and Socio-Emotional Interaction in Collaborative Learning: Exploring Fluctuations in Students’ Participation (2020, background): “Also, we found no instances of disrespectful negative socio-emotional interaction, such as undermining interactions, which would have led to conflicts and shown how certain patterns of interaction may be detrimental for collaborative learning (Näykki et al., 2014).”