Socially Constructed Self-Regulated Learning and Motivation Regulation in Collaborative Learning Groups

By Sanna Järvelä, Hanna Järvenoja. Teachers College Record, 2011

289 citations recorded by the source corpus.

Background/Context Most of the earlier empirical findings deal with motivation regulation in individual learning situations. This study identifies higher education students’ socially constructed motivation regulation in collaborative learning and stresses that regulation of motivation is crucial in socially self-regulated learning because motivation is constantly shaped and reshaped as the activity unfolds. Purpose of Study The purpose of the study is to identity higher education students’ socially constructed motivation regulation in collaborative learning This was studied by collecting data about the students’ (N = 16) experiences of situation-specific social challenges in collaborative learning groups and observing what the students do to overcome these challenges. Research Design The study is a qualitative, multimethod study. Three methods—namely, adaptive instrument, video-tapings, and group interviews—were used to assess the individual- and group-level perspectives on those situations that the students felt were challenging and thus possibly activated joint regulation of motivation. Conclusions Motivation regulation can be identified as a socially constructed activity, and the importance of regulation of motivation in socially self-regulated learning is discussed.

Subfields: Communication, Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/1df986f1534e3e4bd67a37050b027192388822bd

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Citations in the corpus

Social Regulation of Learning During Collaborative Inquiry Learning in Science: How does it emerge and what are its functions? (2015, background): “It is described as collective regulation in which group members ‘develop shared awareness of goals, progress and task toward co-constructed regulatory processes, thereby sharing regulation processes together as a collective process’ (Järvelä & Järvenoja, 2011, p. 353).”
Regulation of emotions in socially challenging learning situations: an instrument to measure the adaptive and social nature of the regulation process (2013, background): “AIRE data on challenges (Section 2) complemented group interviews and video recordings of the group work interactions (Järvelä & Järvenoja, 2011).”
Socially Shared Regulation in Collaborative Groups: An Analysis of the Interplay Between Quality of Social Regulation and Group Processes (2011, background): “Yet, aside from a few recent studies (Hurme & Järvelä, 2005; Järvelä & Järvenoja, 2011), we know very little about the specific social regulatory processes that small groups use to control and regulate their engagement and cognitions effectively during learning tasks.”
Encouraging Self-Regulated Learning in the Classroom: A Review of the Literature (2011, background): “Motivation and self-satisfaction improve when students have success with the use of effective learning techniques (Zimmerman, 2002; Zumbrunn et al., 2011).”
New Frontiers: Regulating Learning in CSCL (2013, background): “…on promoting and sustaining socially shared regulatory processes in CSCL, such as collaborative goal setting, task understanding, cognitive and motivational regulation and adaptation, beyond the introduction of collaborative software tools (Hadwin et al., 2010; Järvelä & Järvenoja, 2011).”
Regulation During Cooperative and Collaborative Learning: A Theory-Based Review of Terms and Concepts (2015, unknown): “Therefore, several authors (e.g., Hadwin & Oshige, 2011; Hadwin et al., 2010; J€arvel€a & J€arvenoja, 2011; J€arvel€a, N€aykki, Laru, & Luokkanen, 2007; Perry &Winne, 2013; Salonen, Vauras, & Efklides, 2005) have defined it with reference to a transitional process from other-regulation (in the…”
Understanding Regulated Learning in Situative and Contextual Frameworks (2015, background): “The second layer of analysis focused on identifying shared regulation strategies that groups may activate to control motivationally and emotionally meaningful situations in group work (J€arvel€a & J€arvenoja, 2011).”
How do students self-regulate? Review of Zimmerman"s cyclical model of self-regulated learning (2014, background): “…aspects that have been covered such as the role of the age (Grau & Whitebread, 2012), the effect of emotions and motivation and their regulation (Järvelä & Järvenoja, 2011), and the effect of the working environment (e.g., collaboration via computer: computer supported collaborative learning)…”