Self-Regulated, Co-Regulated, and Socially Shared Regulation of Learning

By Allyson Fiona Hadwin, Sanna Järvelä, Mariel Miller. 2011

641 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/73ec6abd2f741e758054e9803c70b261805a96da

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In Developmental and Educational Psychology

Citations in the corpus

Enhancing socially shared regulation in collaborative learning groups: designing for CSCL regulation tools (2014, background): “The mainstream of the research on self-regulation has dealt with individual learning situations, but the notion that social context is important in students’ self-regulated learning is evidenced in a wide range of SRL research, and research into social aspects of SRL has increased considerably in re”
Issues in dealing with sequential and temporal characteristics of self- and socially-regulated learning (2014, methodology): “These issues become even more complex when dealing with socially-regulated learning, as recently exemplified by emerging conceptions of self-regulation, co-regulation, and sociallyshared regulation of learning (Hadwin et al. 2011; Järvelä and Hadwin 2013).”
Toward a Conceptual Model of Mentoring Research: Integration with Self-Regulated Learning (2013, positive): “Co-regulation seems especially beneficial in situations where the group has a defined goal such as a collaborative problem solving task (Hadwin et al. 2011).”
Socially Shared Regulation of Learning: A Review (2015, background): “Secondly, during the past few years, researchers involved in collaborative learning and CSCL research (Hmelo-Silver & Barrows, 2008; Kirschner & Erkens, 2013) and self-regulated learning research (Hadwin et al., 2011; Volet, Vauras, et al., 2009; Winne et al., 2013) have worked in parallel to invest”
Scaffolding Self-Regulated Learning Through Self-Assessment and Peer Assessment: Guidelines for Classroom Implementation (2016, methodology): “…where a temporary coordination of regulation occurs between the student and a significant other (i.e., teacher or peer) and (2) ‘Shared regulation of learning’ where the regulatory processes are interdependent among the students who are participating in a collaborative task (Hadwin et al. 2011).”
Language learners’ enjoyment and emotion regulation in online collaborative learning (2021, background): “Jin and Zhang (2018) and Li, Dewaele, and Jiang (2019) also identified the positive effect of enjoyment on FL performance and achievement. The vital role of enjoyment in FL learning is deeply rooted in the Broaden-and-Build theory put forward by Fredrickson (2004), itself an important foundation of ”
Understanding Regulated Learning in Situative and Contextual Frameworks (2015, background): “Whereas sociocognitive models of self-regulation have been very influential, models with a focus on the social, interpersonal, and contextual aspects of regulated learning have also been emerging (see, e.g., Hadwin et al., 2011; Volet, Vauras, & Salonen, 2009).”
New Frontiers: Regulating Learning in CSCL (2013, methodology): “CSCL technologies offer benefits for promoting socially shared regulation of learning by helping collaborators search for and organize information solo and collaboratively, and prompting learners to metacognitively consider features of their work across levels of self-, co-, and shared regulation (H”
A collaborative learning approach to dialogic peer feedback: a theoretical framework (2020, background): “The framework is grounded in Hadwin et al. (2017) framing of collaborative learning which suggests that a successful collaborative activity involves self-regulation of learning (SRL), co-regulation of learning (CoRL) and socially shared regulation of learning (SSRL).”
Social Regulation of Learning During Collaborative Inquiry Learning in Science: How does it emerge and what are its functions? (2015, background): “In this regard, there is currently an emerging consensus among a number of researchers in the field that in collaborative learning situations, group members can engage in three types of regulation processes, namely self-regulation, co-regulation and (socially) shared regulation of learning (Chan, 20”
Sequential and temporal characteristics of self and socially regulated learning (2014, background): “For example, Hadwin et al. (2011) place the term social as a central for regulated learning.”
Capturing temporal and sequential patterns of self-, co-, and socially shared regulation in the context of collaborative learning (2017, background): “Hadwin et al. (2011) and Hadwin et al. (2017) maintained that in the context of collaborative 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…”
Productive group engagement in cognitive activity and metacognitive regulation during collaborative learning: can it explain differences in students’ conceptual understanding? (2014, background): “in recent years (e.g., Allal 2011; Vauras et al. 2013; Hadwin et al. 2011; Volet et al. 2009b; Volet and Vauras 2013), showing empirical evidence of the nature, function and implications of social regulatory processes in collaborative learning.”