Social Regulation of Learning During Collaborative Inquiry Learning in Science: How does it emerge and what are its functions?

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Socially shared regulation of learning and participation in social interaction in collaborative learning (2017, background): “An in-depth study of social regulation in two case groups was conducted by Ucan and Webb (2015).”
Capturing temporal and sequential patterns of self-, co-, and socially shared regulation in the context of collaborative learning (2017, background): “…learning, three types of regulated learning emerge, self-regulation (SRL), co-regulation (CoRL), and socially shared regulation (SSRL), all of which have been corroborated in an increasing number of empirical findings (e.g., Panadero & Järvelä, 2015; Ucan & Webb, 2015; Zheng & Yu, 2016).”
Cognitive and Socio-Emotional Interaction in Collaborative Learning: Exploring Fluctuations in Students’ Participation (2020, background): “Ucan and Webb (2015) saw evidence of socio-emotional interaction, particularly positive and supportive interactions, as well as mutual participation, in episodes of 12-year-old students’ metacognitive regulation of learning.”