Affective states and regulation of learning during socio-emotional interactions in secondary school collaborative groups.
Tiina TörmänenHanna JärvenojaMohammed SaqrJonna MalmbergSanna JärveläPublished in: The British journal of educational psychology (2022)
By advancing existing understanding of how group level socio-emotional processes contribute to regulation of learning, the study has implications for educational design and psychological practice. Methodologically, it contributes to collaborative learning research by employing multiple data channels (including biophysiological measures) to explore the various dimensions of socio-emotional processes in groups.