Socially Shared Regulation of Learning: A Review

By Ernesto Panadero, Sanna Järvelä. 2015

328 citations recorded by the source corpus.

Abstract. Socially shared regulation of learning (SSRL) has been recognized as a new and growing field in the framework of self-regulated learning theory in the past decade. In the present review, we examine the empirical evidence to support such a phenomenon. A total of 17 articles addressing SSRL were identified, 13 of which presented empirical evidence. Through a narrative review it could be concluded that there is enough data to maintain the existence of SSRL in comparison to other social regulation (e.g., co-regulation). It was found that most of the SSRL research has focused on characterizing phenomena through the use of mixed methods through qualitative data, mostly video-recorded observation data. Also, SSRL seems to contribute to students’ performance. Finally, the article discusses the need for the field to move forward, exploring the best conditions to promote SSRL, clarifying whether SSRL is always the optimal form of collaboration, and identifying more aspects of groups’ characteristics.

Subfields: Developmental and Educational Psychology, Education, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/5d73605b1af08e7d866249f65976c8d26c535896

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In Developmental and Educational Psychology

In Education

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Citations in the corpus

The Role of Direct Strategy Instruction and Indirect Activation of Self-Regulated Learning—Evidence from Classroom Observation Studies (2020, background): “…et al. 2011; Molenaar et al. 2011) have added the description of social processes to the individual process of SRL. Additional to regulation of task performance, SSRL describes regulatory processes within the interactions between the group members (for a review, see Panadero and Järvelä 2015).”
Capturing temporal and sequential patterns of self-, co-, and socially shared regulation in the context of collaborative learning (2017, result): “…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).”
Teachers’ Professional Competences in Self-Regulated Learning: An Approach to Integrate Teachers’ Competences as Self-Regulated Learners and as Agents of Self-Regulated Learning in a Holistic Manner (2020, background): “Moreover, this definition emphasizes that SRL competences are developed, experienced, and used under social and environmental influences (Panadero and Järvelä, 2015).”
Scaffolding Self-Regulated Learning Through Self-Assessment and Peer Assessment: Guidelines for Classroom Implementation (2016, background): “Recent research has shown that both shared- and co-regulation can be empirically differentiated, with shared regulation enhancing group performance and the use of more advanced shared strategies (Panadero and Järvelä 2015).”
Third wave of measurement in the self-regulated learning field: when measurement and intervention come hand in hand (2016, background): “There is empirical evidence that shows how groups engage in advanced regulatory actions and how this has benefits for group performance (Panadero & Järvelä, 2015).”
A Review of Self-regulated Learning: Six Models and Four Directions for Research (2017, methodology): “This regulatory level is the one that has been in the most dispute in the field, as its use has not been consistent (Panadero and Järvelä, 2015).”
How Individual Self-Regulation Affects Group Regulation and Performance (2015, background): “Research shows that SSRL can lead to better learning results than CRL (Grau & Whitebread, 2012; Janssen et al., 2012; Järvelä et al., 2013; Panadero & Järvelä, 2015; Volet, Summers, & Thurman, 2009).”