Emotion and emotion regulation are increasingly viewed as critical issues in online learning environments. Online collaborative environments in particular create novel challenges for emotion regulation. Few studies, however, have focused on a range of factors that may influence students’ efforts to manage their emotion in online collaborative environments. This study examines the factors influencing the emotion management in online groupwork for Chinese students. The participants were 307 undergraduate students from 80 online study groups in China. Results from the multilevel analyses revealed that emotion management was positively associated with feedback and learning-oriented reasons at the group level. At the student level, emotion management was positively related to monitoring motivation, learning-oriented reasons, feedback, peer-oriented reasons, arranging the environment, and the number of previous online courses. The findings were discussed in relation to the previous studies in the field, and in the context of societal differences.