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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 (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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A Review of Self-regulated Learning: Six Models and Four Directions for Research
Panadero, E. (2017) · Frontiers in Psychology · doi:10.3389/fpsyg.2017.00422 · Cited by 2,915
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“Strong shared regulation within the group led to use of deeplevel strategies instead of routine-level regulation strategies (Järvelä et al., 2012).”
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Hadwin, A. F., Järvelä, S., & Miller, M. (2017) · Routledge eBooks · doi:10.4324/9781315697048-6 · Cited by 683
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“…studies have pointed out that individual students as well as groups can be supported in regulation, such as socially shared motivation regulation (Järvelä et al. 2013; Järvenoja et al. 2015), or by helping individuals in their socially shared task perceptions and planning (Miller et al.…”
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“Lastly, J¨arvel¨a et al. (2013) accentuate the collaborative aspect, revealing that learning isn ’ t an isolated endeavor but a process often improved through group interactions.”
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“Learners need to be aware of where the group as a whole stands with respect to challenges, and to construct adaptive regulation strategies together when the opportunity arises (Järvelä et al., 2013).”
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“Theme 3: Negative Emotions as a Constraint (Condition) for Shared Adaptation in the Face of a Challenge Examining groups’ regulatory behaviors during challenging episodes provides opportunity to distinguish effective from ineffective regulators (Järvelä et al. 2013).”
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“Since earlier research has revealed that students do not always recognize the opportunities for regulation in collaboration (DiDonato 2013; Järvelä et al. 2013) or that the potential of CSCL and technological learning tools may be undermined by students’ inability or unwillingness to regulate…”
BackgroundSelf-citationSupporting Groups’ Emotion and Motivation Regulation during Collaborative Learning
Järvenoja, H., Järvelä, S., & Malmberg, J. (2020) · Learning and Instruction · doi:10.1016/j.learninstruc.2017.11.004 · Cited by 194
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“In one recent study, for example, Järvelä et al. (2013) identified a positive relationship between Finnish university students’ use of social regulation (e.g. planning, monitoring) and the degree of their collaborative success as measured by the quality of a collaborative product.”
BackgroundResultHow Individual Self-Regulation Affects Group Regulation and Performance
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“Learners who collaboratively learn with others—independent of whether it is with a peer in a dyad or with a larger group—not only need to regulate their own learning but also play a role in regulating the learning of others (i.e., co-regulation of learning [CRL]) as well as the learning of the group (i.e., socially sh…”
BackgroundInfluentialSelf-citationLearning to monitor and regulate collective thinking processes
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“In other words, individual and interactive contributions are essential for successful collaborative learning (Järvelä et al., 2013).”
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“Socio-emotional interactions act as a source and a context for emotional reactions and motivations for an individual (Järvenoja & Järvelä, 2013), but also in influencing, shaping and redirecting group members’, as well as groups’, joint emotional experiences (Näykki, Järvelä, Kirschner, &…”
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“Researchers have uncovered empirical evidence concerning the contribution of students ’ regulatory behaviors to effective and efficient collaborative learning (Järvelä et al. 2013, 2016a, b).”
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“That is, SSRL occurs when members collectively regulate team learning processes, such as when they construct shared goals, strategies, and works (Järvelä et al. 2013; Panadero and Järvelä 2015).”
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“Active communication and equally distributed interaction may indicate that the group has found common ground that has been evidenced essential for collaborative learning [14, 19].”
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“Regardless of the considerable progress made in the CSCL research field, groups still struggle to succeed in their collaborative efforts and in finding the strategies that would allow them to invest group members’ learning potential in the shared learning processes (Järvelä et al., 2013).”
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“This result can be explained, as all groups completed the task and received high grades, and adaptive regulation skills are known to be linked with higher performance (Järvelä et al. 2013; J. Zheng et al. 2019).”
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“Given this, there are three distinct modes of regulation in highly-interactive and collaborative contexts: SRL, CoRL and SSRL.”
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“Yet, research has consistently indicated that many learners experience difficulties with adequately self-regulating their learning (Greene & Azevedo, 2010; Järvelä et al., 2013).”
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“Moreover, the use of socio-metacognitive activities, such as joint planning and reflection sessions, without models of competence, can produce attempts to regulate activity, but in nonproductive ways (Järvelä et al., 2013).”
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“The problem, however, is that despite metacognitive monitoring being successfully scripted and supported in CSCL, such scripts are not equally effective for all students (Järvelä et al. 2013).”
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“Five of the reviewed studies showed direct evidence (Grau & Whitebread, 2012; Järvelä et al., 2013; Rogat & Linnenbrink-Garcia, 2011; Volet & Mansfield, 2006; Volet et al., 2009) and two studies showed indirect evidence (DiDonato, 2013; Janssen et al.”
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“This is positively correlated with the quality of collaborative outcomes (Järvelä et al. 2013).”
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“However, research indicates that group members do not always correctly interpret situations where emotions are triggered by different factors (Järvenoja & Järvelä, 2013), nor do group members jointly take charge of regulatory activities to manage the situation at hand (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.”
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“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.”
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“Hence, SSRL emphasizes interdependence and the coregulation of beliefs, knowledge, and learning processes (Hadwin & Perry, 2013; Järvelä et al., 2013).”
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“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].”
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“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
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
“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
“…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
Iiskala, T., Volet, S., Jones, C., Koretsky, M., & Vauras, M. (2021) · Instructional Science · doi:10.1007/s11251-021-09558-1 · Cited by 17
Zhang, W. (2017) · Frontiers of Education in China · doi:10.1007/s11516-017-0019-0 · Cited by 19
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 20
“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) · Journal of the Learning Sciences · doi:10.1080/10508406.2022.2157725 · Cited by 18
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
“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
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
“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
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
“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
“…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
“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
Ahola, S., Malmberg, J., & Järvenoja, H. (2024) · Learning Culture and Social Interaction · doi:10.1016/j.lcsi.2024.100870 · Cited by 12
Self-citationGuo, C., Chen, X., & Chen, J. (2025) · Behavioral Sciences · doi:10.3390/bs15060753 · Cited by 11
“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
“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
Metadata
- 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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