Collaborative Group Work in Online Learning: The Contribution of Student’s Self-Regulation and Emotion Regulation

Despite growing research on collaborative group work, there still is limited research on how group members productively regulate collaborative processes, particularly in online learning settings. The purpose of this study is to identify the impact of students' self-regulation and emotion regulation on collaborative group work in the online learning environment. This study included 157 higher education students who studied in collaborative group work settings during online learning at Universitas Negeri Medan. Data were collected using self-administered questionnaires and analysed using multiple linear regression. The findings of this study indicated that self-regulation and emotion regulation during online learning have a 62.1% simultaneous impact on collaborative group work. Self-regulation, in particular, was discovered to have the greatest impact (54.1%). Furthermore, the t-test results demonstrate that the tendency to regulate emotions through expressive suppression has a negative impact on collaborative group work.