The aim of this study is to explore how students experience and describe socio-cognitive and socio-emotional challenges in collaborative learning. The participants (N = 20) were teacher education students whose collaborative learning was supported with a designed regulation macro script during a six-week mathematics course. The purpose of the script was to provide structured phases during the collaborative learning tasks for the group members to plan, monitor, and evaluate their workings. The video data of groups' face-to-face work was collected and analysed by focusing on the different types of challenges the groups experienced and the types of challenges they described during the scripted interaction. The results indicate that the groups experienced more socio-cognitive challenges than socio-emotional challenges. The script provided them a moment to verbalize their emotional experiences, name the emotions (i.e. frustration), and attribute the challenges and emotions more precisely than during their mathematical task. The intertwining characteristics of socio-cognitive and socio-emotional challenges were observable. Collaborative learning can be challenging for groups, and thus, the knowledge of and the ability to implement practices for becoming aware of challenges can provide a direction for students to progress towards more productive collaboration.

本研究的目的是探索学生如何体验和描述协作学习中的社会认知和社会情感挑战。参与者（N = 20) 是教师教育学生，在为期六周的数学课程中，他们的协作学习得到了设计的规则宏脚本的支持。该脚本的目的是在协作学习任务期间为小组成员提供结构化阶段以计划、监控和评估他们的工作。通过关注小组经历的不同类型的挑战以及他们在脚本交互过程中描述的挑战类型，收集和分析小组面对面工作的视频数据。结果表明，与社会情感挑战相比，这些群体经历了更多的社会认知挑战。剧本为他们提供了一个时间来表达他们的情绪体验，命名情绪（即沮丧），并比在他们的数学任务中更准确地归因于挑战和情绪。可以观察到社会认知和社会情感挑战的交织特征。协作学习对团体来说可能具有挑战性，因此，了解挑战并实施实践以意识到挑战的能力可以为学生提供方向，以实现更富有成效的协作。