Project title

Emotions in collaborative learning – Observing and supporting emotion regulation in teacher education context

The study explores the dynamics and effects of emotions and emotion regulation in teacher education students’ collaborative learning. The ability to understand and communicate emotions, as well as to relate to the emotions of others, sets the stage for successful interaction in groups. Success especially depends on the process of monitoring and becoming aware of each other’s affective states and emotional reactions and having the ability to regulate emotions when they negatively affect the learning and interaction. The study implements task-specific data, namely video observation, situation-specific self-reports (emotion awareness tool), self-reports and learning outcome measures. The results offer theoretical, methodological and practical insights into the dynamics and effect of emotion regulation, as well as the effects of an emotion awareness tool. It also provides practical ideas for the development of students’ skills for emotion regulation.