Cited by 213Innovative Teaching and Learning MethodsEducational Strategies and EpistemologiesVisual and Cognitive Learning Processes

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Exploring Socially Shared Regulation in the Context of Collaboration

Järvelä, Sanna, Järvenoja, Hanna, Malmberg, Jonna, Hadwin, Allyson F.·2013·Journal of Cognitive Education and Psychology

DOI 10.1891/1945-8959.12.3.267

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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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“For K-12 learners whose metacognitive skills are still developing, effectively engaging in self-regulation and socially shared regulation in collaborative learning contexts remains a considerable challenge (Hadwin & Oshige, 2011; Järvelä et al., 2013).”
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Authors: Järvelä, S., Järvenoja, H., Malmberg, J., & Hadwin, A. F.
Affiliations: University of Oulu (FI)
University of Victoria (CA)
ORCID: Järvelä, Sanna
Järvenoja, Hanna
Malmberg, Jonna
Hadwin, Allyson F.
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
DOI: 10.1891/1945-8959.12.3.267
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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Exploring Socially Shared Regulation in the Context of Collaboration

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