The DOI matches its Crossref record; 24 of the 25 references it cites were found in a registry or an index.
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
Citations
Cites
Studying as Self-Regulated Learning
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Self-citationMeasuring Self-Regulated Learning
Winne, P. H., & Perry, N. E. (2000) · Handbook of Self-Regulation · doi:10.1016/b978-012109890-2/50045-7 · Cited by 1,383 · cited 1×
“Many researchers have discussed the need for research to move beyond examining selfregulation as a stable trait and toward examining self-regulation as a dynamic and task-specific process that develops over time (e.g., Winne & Perry, 2000).”
BackgroundIndividual differences in study processes and the Quality of Learning Outcomes
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Achieving Coordination in Collaborative Problem-Solving Groups
Barron, B. (2000) · Journal of the Learning Sciences · doi:10.1207/s15327809jls0904_2 · Cited by 599
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When teams do not function the way they ought to
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Self-Regulated, Co-Regulated, and Socially Shared Regulation of Learning
Hadwin, A. F., Järvelä, S., & Miller, M. (2015) · Routledge eBooks · doi:10.4324/9780203839010.ch5 · Cited by 509
Self-citationDoes adaptive scaffolding facilitate students’ ability to regulate their learning with hypermedia?
Azevedo, R., Cromley, J. G., & Seibert, D. C. (2003) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2003.09.002 · Cited by 501
Discovering Emotion in Classroom Motivation Research
Meyer, D. K., & Turner, J. C. (2002) · Educational Psychologist · doi:10.1207/s15326985ep3702_5 · Cited by 492
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
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Sorted by citations
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
New Frontiers: Regulating Learning in CSCL
Järvelä, S., & Hadwin, A. F. (2013) · Educational Psychologist · doi:10.1080/00461520.2012.748006 · Cited by 722
“Strong shared regulation within the group led to use of deeplevel strategies instead of routine-level regulation strategies (Järvelä et al., 2012).”
Self-citationSelf-Regulation, Co-Regulation, and Shared Regulation in Collaborative Learning Environments
Hadwin, A. F., Järvelä, S., & Miller, M. (2017) · Routledge eBooks · doi:10.4324/9781315697048-6 · Cited by 683
Self-citationJärvelä, 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
Self-citationSocially shared regulation of learning: a review.
Panadero, E., & Järvelä, S. (2015) · European Psychologist · doi:10.1027/1016-9040/a000226 · Cited by 355
“The two most common terms have been socially shared regulation (e.g., Hadwin et al., 2011; Järvelä et al., 2013) and socially shared metacognition (e.”
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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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