Motivation and Emotion Regulation in Collaborative Learning Contexts

This chapter frames the theoretical underpinnings of motivation and emotion regulation in collaborative learning contexts. Self-regulated learning theories provide the chapter a theoretical grounding for considering the motivation and emotions related to learning in groups. The chapter begins by defining the types of regulation present in collaborative learning contexts – namely, self-, co-, and socially shared regulation – and the role of motivation and emotion regulation in them. Next, it elaborates on the function of motivation and emotions as social forms of regulation. The focus is on (1) motivational and emotional conditions, (2) situational and contextual variations, and (3) the temporal manifestation of motivation and emotion regulation in interaction. Prior studies have indicated that although the occurrence of co- and socially shared regulation of motivation and emotions is relatively rare, they are meaningful to group collaborations. Groups can activate socially share regulation of learning throughout the collaborative learning process to establish a stage for high-level cognitive processes. It is claimed that motivation and emotions are integral parts of social and cognitive functioning and should be studied in relation to the situation, context and other group processes.