Mathematics education entails a multidimensional learning process that involves not only cognitive knowledge acquisition but also students’ affective responses and social experiences. In collaborative learning environments, where peer interaction and shared problem-solving are emphasized, these dimensions become even more prominent. Emotions such as fear of making mistakes, low self-efficacy, and academic anxiety can directly influence students’ relationship with mathematics. In this regard, it is increasingly important to consider mathematics learning processes not solely through a cognitive lens, but also in conjunction with their socio-emotional components, particularly within collaborative settings. In this context, this study aims to examine socio-emotional interactions that emerge during collaborative learning in mathematics education from a theoretical perspective. In collaborative learning environments, students do more than construct knowledge; they also share and regulate emotions through their social relationships within the group, thereby contributing to the learning process on an emotional level. A review of the literature reveals that positive socio-emotional interactions support students’ group participation, self-regulation skills, and conceptual learning, while negative interactions may hinder motivation and collaborative engagement. In particular, emotion regulation and socio-emotional monitoring skills stand out as key mechanisms for ensuring the sustainability of learning processes. Ultimately, the study emphasizes that in order to effectively structure collaborative mathematics learning, it is essential to systematically evaluate emotional and social components alongside cognitive factors.

This study aims to examine the relationship between self-efficacy beliefs and teaching motivation among trainers employed in private security training institutions. A cross-sectional survey design was adopted, utilizing a census approach that encompassed the entire target population of 2,000 trainers across 550 institutions. Data were collected using the Interpersonal Self-Efficacy Scale and the Motivation Levels for the Teaching Profession of Teacher Candidates Scale. Pearson’s Product-Moment Correlation and linear regression analyses were conducted to explore the associations and predictive relationships. The findings revealed a moderately positive and statistically significant relationship between trainers’ self-efficacy beliefs and their teaching motivation. Moreover, the sub-dimensions of self-efficacy emerged as significant predictors of teaching motivation, accounting for 43% of the total variance. These results highlight the critical role of self-efficacy in enhancing instructional motivation and offer practical recommendations for improving the professional development of trainers in private security education.