All for one and one for all:how are students’ affective states and group-level emotion regulation interconnected in collaborative learning?

Abstract This study explored the interplay between students’ group-level emotion regulation behavior and affective conditions and products of regulation (emotional valence, activation, participation). The participants were 12-year-old students (N = 31, 10 groups) performing a collaborative science task. Conditions, emotion regulation behavior, and products of regulation were captured from video and electrodermal activity data. Results reveal that affective conditions were related to students’ regulatory behavior. Students were more likely to initiate regulation when they indicated a personal need to restore affective grounds. Moreover, regulation was activated to restore participation by targeting regulation to non-participating students. While regulation did not always change conditions for collaboration, the results indicate that it was more influential for students who either initiated or were targets for regulation