Supporting Groups’ Emotion and Motivation Regulation during Collaborative Learning
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It is difficult to effectively orchestrate collaborative activities in classrooms.
“However, many studies have shown that it is difficult to effectively orchestrate collaborative activities in classrooms (Chen et al., 2021; Dimitriadis, 2011; Järvenoja et al., 2020; Van Leeuwen & Janssen, 2019).”
From A Feasibility and Implementation Integrity Study of the Community Builder (CoBi): An AI-based Collaboration Support System in K-12 Classrooms (2025) · cites this paper as Järvenoja et al., 2020
Cites
Handbook of Metacognition in Education
Hacker, D. J., Dunlosky, J., & Graesser, A. C. (2009) · doi:10.4324/9780203876428 · Cited by 1,509 · see citing works
Efklides, A. (2011) · Educational Psychologist · doi:10.1080/00461520.2011.538645 · Cited by 1,211 · see citing works
High-level co-regulation in collaborative learning: How does it emerge and how is it sustained?
Volet, S., Summers, M., & Thurman, J. (2009) · Learning and Instruction · doi:10.1016/j.learninstruc.2008.03.001 · Cited by 466 · see citing works
Diamond, L. M., & Aspinwall, L. G. (2003) · Motivation and Emotion · doi:10.1023/a:1024521920068 · Cited by 385 · see citing works
Järvelä, S., Kirschner, P. A., Panadero, E., Malmberg, J., Phielix, C., Jaspers, J., Koivuniemi, M., & Järvenoja, H. (2015) · Educational Technology Research and Development · doi:10.1007/s11423-014-9358-1 · Cited by 373 · see citing works
Self-citationExploring Socially Shared Regulation in the Context of Collaboration
Järvelä, S., Järvenoja, H., Malmberg, J., & Hadwin, A. F. (2013) · Journal of Cognitive Education and Psychology · doi:10.1891/1945-8959.12.3.267 · Cited by 213 · see citing works
Self-citation
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Capturing motivation and emotion regulation during a learning process
Järvenoja, H., Järvelä, S., Törmänen, T., Näykki, P., Malmberg, J., Kurki, K., Mykkänen, A., & Isohätälä, J. (2018) · frontline Learning Research · doi:10.14786/flr.v6i3.369 · Cited by 77 · see citing works
Self-citationBreideband, T., Bush, J. B., Reitman, J. G., Rose, S., Weatherley, J., Penuel, W. R., & D’Mello, S. K. (2025) · International Journal of Artificial Intelligence in Education · doi:10.1007/s40593-025-00509-2 · Cited by 5 · see citing works
- Authors
- Järvenoja, H., Järvelä, S., & Malmberg, J.
- Affiliations
- University of Oulu (FI)
- Corresponding author
- Järvenoja, Hanna
- Venue
- Learning and Instruction
- Publisher
- Elsevier BV
- Published
- 2020-12
- Volume
- 70
- Pages
- 101090
- ISSN
- 0959-4752 (ISSN-L)
- OpenAlex
- W2771026009
- Cited by
- 194
- References
- 6
- Citations by year
- 2026: 26 · 2025: 38 · 2024: 27 · 2023: 23 · 2022: 31 · 2021: 19 · 2020: 14 · 2019: 11 · 2018: 5
- FWCI
- 16.62
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Learning and Instruction (publishedVersion)
- Funders
- Finnish Academy (297686)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Education, Achievement, and Giftedness
- Physical Sciences › Computer Science › Artificial Intelligence › Intelligent Tutoring Systems and Adaptive Learning
- Keywords
- emotion regulation, motivational regulation, cooperative learning, co-regulation, shared regulation, university students, mathematics learning, group work, emotional state, motivational states
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
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