Exploring Socially Shared Regulation in the Context of Collaboration
Abstract
Socially shared regulation of learning refers to processes by which group members regulate their collective activity. Successful individuals regulate their motivational, cognitive, and metacognitive engagement. Our hypothesis is that successful groups also share in regulating group processes. Following our earlier conceptual and empirical work on the social aspect of motivating and regulating learning (Hadwin & Järvelä, 2011; Järvenoja & Järvelä, 2009; Järvelä, Volet, & Järvenoja, 2010), our research questions are as follows: (a) What challenges do individuals and groups report experiencing during collaborative group work? (b) How do students collectively regulate these challenges at the time, and in future collaborations? (c) How do collaborative learning outcomes compare between groups with varying degrees of emerging shared regulation? We present an empirical study in which 18 graduate students worked in collaborative teams of 3–4 over an 8-week period. The nStudy (Winne, Hadwin, & Beaudoin, 2010) software was used for collaborative planning and work, as well as face-to-face and online collaboration between team members. Data included individual and collaborative statements about collaborative challenges, collaborative statements about contextual and future regulation strategies, collaborative learning performance, and log file traces of students’ contributions to collaborative chat discussions and planning activities. Findings indicated that the students expressed multiple challenges resulting in 3 kinds of regulation over time profiles: strong, progressive, and weak shared regulation. We also conclude that successful collaboration not only requires self-regulation but also allows each team member to support fellow team members to successfully regulate their learning and the team to come together to collectively regulate learning.
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Past work has highlighted benefits when awareness is raised about the quality of collaboration and the coordination of group activities as forms of socially shared self-regulation.
“Past work has highlighted benefits when awareness is raised about the quality of collaboration (Pifarré et al., 2014) and the coordination of group activities (Janssen et al., 2011) as forms of socially shared self-regulation (Järvelä et al., 2013).”
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 Järvelä et al., 2013
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“This intervention was based on previously developed and used educational intervention in the context of higher education.(16) According to the results presented in this article, nursing education does lack evidence about the effectiveness of digital collaborative learning compared to traditional lecture-based teaching.”
BackgroundMethodPeer Feedback on Collaborative Learning Activities in Veterinary Education
Dooley, L. M., & Bamford, N. J. (2018) · Veterinary Sciences · doi:10.3390/vetsci5040090 · Cited by 27 · see citing works
Regulation of tactical learning in team sports – the case of the tactical-decision learning model
Godbout, P., & Gréhaigne, J.-F. (2020) · Physical Education and Sport Pedagogy · doi:10.1080/17408989.2020.1861232 · Cited by 26 · see citing works
“This second interpretation illustrated by Allal (2016, 2020) and Järvelä et al. (2013) is more studentcentred in the sense that the student’s regulation, although influenced or enhanced by others, still remains a personal experience.”
BackgroundResultLi, J., Lin, Y., Sun, M., & Shadiev, R. (2020) · Interactive Learning Environments · doi:10.1080/10494820.2020.1857783 · Cited by 24 · see citing works
“Hence, SSRL emphasizes interdependence and the coregulation of beliefs, knowledge, and learning processes (Hadwin & Perry, 2013; Järvelä et al., 2013).”
BackgroundClustering children's learning behaviour to identify self-regulated learning support needs
Dijkstra, R., Hinne, M., Segers, E., & Molenaar, I. (2023) · Computers in Human Behavior · doi:10.1016/j.chb.2023.107754 · Cited by 23 · see citing works
Hayes, S., Smith, S. U., & Shea, P. (2015) · Online Learning · doi:10.24059/olj.v19i3.666 · Cited by 23 · see citing works
Schnaubert, L., Krukowski, S., & Bodemer, D. (2021) · Metacognition and Learning · doi:10.1007/s11409-021-09269-5 · Cited by 23 · see citing works
Measuring Effects of Technology-Enabled Mirroring Scaffolds on Self-Regulated Learning
Milikić, N., Gašević, D., & Jovanović, J. (2018) · IEEE Transactions on Learning Technologies · doi:10.1109/tlt.2018.2885743 · Cited by 24 · see citing works
“It has been shown by various studies that many learners lack the self-regulatory skills required for complex solo and collaborative tasks and often fail to interact productively in groups [18], [19].”
BackgroundKnowledge construction and regulation of learning in asynchronous collaborative tasks
Carrasco, S. A. N., Ramírez, J. C. C., & Hernández, E. V. (2019) · Apertura · doi:10.32870/ap.v11n1.1465 · Cited by 20 · see citing works
Revisiting the Tactical-Decision Learning Model
Godbout, P., & Gréhaigne, J.-F. (2020) · Quest · doi:10.1080/00336297.2020.1792953 · Cited by 20 · see citing works
Fittipaldi, D. (2020) · Universal Journal of Educational Research · doi:10.13189/ujer.2020.080515 · Cited by 20 · see citing works
Järvelä, S. (2015) · Journal for the Study of Education and Development Infancia y Aprendizaje · doi:10.1080/02103702.2015.1016747 · Cited by 20 · see citing works
“Por ejemplo, Järvelä et al. (2013) comprobaron que los estudiantes utilizaban estrategias de nivel ‘ profundo ’ y ‘ rutinario ’ en contextos de ACAO.”
BackgroundMethodInfluentialSelf-citationWiklund-Engblom, A. (2018) · Seminar net · doi:10.7577/seminar.2979 · Cited by 19 · see citing works
Männistö, M., Mikkonen, K., Kuivila, H., Koskinen, C., Koivula, M., Sjögren, T., Salminen, L., Saaranen, T. K., Kyngäs, H. A., & Kääriäinen, M. (2020) · SAGE Open · doi:10.1177/2158244020962780 · Cited by 19 · see citing works
“Educators must carefully assess students’ self-direction skills before implementation of the socio-constructivist educational paradigm (Järvelä et al., 2013), as it is rooted in the student-centered notion that knowledge construction and learning are natural tendencies for individuals (Järvelä et…”
BackgroundShao, J., Cheng, L., Wang, Y., Li, K., & Li, Y. (2023) · Interactive Learning Environments · doi:10.1080/10494820.2023.2251040 · Cited by 19 · see citing works
“…demonstrated that social regulation of learning plays a critical role in collaborative learning, knowledge construction, critical judgment, sustaining a positive emotional atmosphere, and monitoring content contributions (Cheng et al., 2022; Järvelä et al., 2013; Rogat & Linnenbrink-Garcia, 2011).”
Nursing students' competence profiles in gerontological nursing—A cross‐sectional study
Tohmola, A., Elo, S., Mikkonen, K., Kyngäs, H. A., Lotvonen, S., & Saarnio, R. (2021) · Nursing Open · doi:10.1002/nop2.1054 · Cited by 17 · see citing works
Iiskala, T., Volet, S., Jones, C., Koretsky, M., & Vauras, M. (2021) · Instructional Science · doi:10.1007/s11251-021-09558-1 · Cited by 17 · see citing works
Zhang, W. (2017) · Frontiers of Education in China · doi:10.1007/s11516-017-0019-0 · Cited by 18 · see citing works
Assessing young children’s self-regulation in school contexts
Hutchinson, L. R., Perry, N. E., & Shapka, J. D. (2021) · Assessment in Education Principles Policy and Practice · doi:10.1080/0969594x.2021.1951161 · Cited by 17 · see citing works
“Additionally, our research empirically supports distinctions between social and solo aspects of regulation (A. F. Hadwin & Oshige, 2011; Grau & Whitebread, 2012; A. Hadwin & Järvelä, 2013; McCaslin, 2009; McCaslin & Hickey, 2001).”
BackgroundResultBorge, M., & Xia, Y. (2023) · The Journal of the Learning Sciences · doi:10.1080/10508406.2022.2157725 · Cited by 14 · see citing works
Social regulation of learning in interdisciplinary groupwork
O’Connell, M. T., Stöhr, C., Wallin, P., & Negretti, R. (2023) · European Journal of Engineering Education · doi:10.1080/03043797.2023.2292258 · Cited by 18 · see citing works
“Further, previous studies have predominantly focused on regulated learning in mono-disciplinary groups (e.g. Järvelä et al. 2013; Malmberg et al. 2015; Panadero et al. 2015) with limited insights into the impact of interdisciplinarity on SoRL.”
A systematic review of visual representations for analyzing collaborative discourse
Hu, L., & Chen, G. (2021) · Educational Research Review · doi:10.1016/j.edurev.2021.100403 · Cited by 15 · see citing works
Tsai, C., Shen, P., Chiang, I.-C., Chen, W.-Y., & Chen, Y. (2017) · Interactive Learning Environments · doi:10.1080/10494820.2017.1415940 · Cited by 14 · see citing works
“Nowadays, the concept of socially-shared regulation of learning (SSRL) has emerged; that occurs as groups regulate together, such as when they construct shared goals or shared task perceptions (Järvelä, Järvenoja, Malmberg, & Hadwin, 2013; Panadero & Järvelä, 2015).”
BackgroundRevisión crítica del modelo de patrones de aprendizaje de J. Vermunt
Martínez, C. H., & Uribe, Á. C. (2019) · Revista Colombiana de Educación · doi:10.17227/rce.num77-9469 · Cited by 13 · see citing works
Students creating videos for learning by teaching from their scientific curiosity
Ribosa, J., & Durán, D. (2022) · Research in Science & Technological Education · doi:10.1080/02635143.2022.2116419 · Cited by 12 · see citing works
“The project aims for students to make decisions and jointly direct their learning process (Loyens, Magda, and Rikers 2008; Järvelä et al. 2013).”
BackgroundLei, Y., Fu, X., Zhao, J., & Yi, B. (2024) · Education and Information Technologies · doi:10.1007/s10639-024-12838-1 · Cited by 13 · see citing works
“…collective members jointly engage in task comprehension, planning, process monitoring, evaluating and reflecting, and collectively coordinating across cognitive, meta-cognitive, affective, and motivational dimensions to reach or maintain shared cognition during collaboration (Järvelä et al. 2013).”
Elmoazen, R., Saqr, M., Hirsto, L., & Tedre, M. (2024) · International Journal of Computer-Supported Collaborative Learning · doi:10.1007/s11412-024-09431-6 · Cited by 17 · see citing works
“Nevertheless, PBL has known challenges such as limited participation, dominant personalities, and diversion from the core of the problem (Järvelä et al., 2013; Näykki et al., 2014; Schmidt et al., 2006).”
Guan, J., Wang, X., Wang, W., Zhu, J., & Hwang, G. (2024) · Journal of Computer Assisted Learning · doi:10.1111/jcal.12961 · Cited by 12 · see citing works
Ahola, S., Malmberg, J., & Järvenoja, H. (2024) · Learning Culture and Social Interaction · doi:10.1016/j.lcsi.2024.100870 · Cited by 11 · see citing works
Self-citationGuo, C., Chen, X., & Chen, J. (2025) · Behavioral Sciences · doi:10.3390/bs15060753 · Cited by 11 · see citing works
“This concept has been reinforced in previous research, which implies the crucial role of collective regulatory processes and strategies in collaborative learning (Järvelä et al., 2013; Ucan & Webb, 2015; Y. Zheng et al., 2024).”
Second language learning designs in online adult education
Bergdahl, N. (2022) · Computer Assisted Language Learning · doi:10.1080/09588221.2022.2158202 · Cited by 12 · see citing works
“However, by exploring learner engagement in SSRL, Järvelä et al. (2013) found that shared regulation can be challenging for learners to sustain, and that support in regulating as a collective is beneficial.”
A New Context Affording for Regulation: The Case of Musical Play
Zachariou, A., & Whitebread, D. (2017) · International Journal of Educational Psychology · doi:10.17583/ijep.2017.2959 · Cited by 10 · see citing works
- Authors
- Järvelä, S., Järvenoja, H., Malmberg, J., & Hadwin, A. F.
- Affiliations
- University of Oulu (FI)
- University of Victoria (CA)
- Venue
- Journal of Cognitive Education and Psychology
- Publisher
- Springer Publishing Company
- Published
- 2013
- Volume
- 12
- Issue
- 3
- Pages
- 267-286
- ISSN
- 1810-7621 (ISSN-L)
- 1945-8959
- OpenAlex
- W2332323236
- Cited by
- 213
- References
- 25
- Citations by year
- 2026: 25 · 2025: 28 · 2024: 14 · 2023: 34 · 2022: 13 · 2021: 19 · 2020: 18 · 2019: 11 · 2018: 14 · 2017: 13 · 2016: 6 · 2015: 14 · 2014: 3 · 2013: 1
- FWCI
- 15.11
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Journal of Cognitive Education and Psychology (publishedVersion)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
- Social Sciences › Psychology › Developmental and Educational Psychology › Educational Strategies and Epistemologies
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Visual and Cognitive Learning Processes
- Keywords
- socially shared regulation, cooperative learning, metacognition, motivational regulation, cognitive regulation, collaborative planning, online collaboration, graduate students, learning outcomes
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