Self-Regulation, Co-Regulation, and Shared Regulation in Collaborative Learning Environments

By Allyson Fiona Hadwin, Sanna Järvelä, Mariel Miller. 2017

524 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/cb75957ab4edefe409dff73fd091fbc7f9b972db

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Citations in the corpus

Regulation and socio-emotional interactions in a positive and a negative group climate (2018, methodology): “The coding scheme for modes of regulation (Table 3) was informed by Hadwin and colleagues’ (Miller and Hadwin 2015a; Hadwin et al. 2017) descriptions of self-regulated learning (SRL), co-regulated learning (CoRL), and socially-shared regulation of learning (SSRL).”
Language learners’ enjoyment and emotion regulation in online collaborative learning (2021, methodology): “The coding protocol here was based on the coding criteria for emotional valence employed by J€ arvenoja et al. (2019). First, the particular intervals given positive ratings (above 0) by participants were coded as FLE-individual (Participant Name).”
Mobile technology, learning, and achievement: Advances in understanding and measuring the role of mobile technology in education (2020, background): “Psychologists have studied how groups of people work together to actively and thoughtfully manage tasks and their own interactions, as well as how they struggle to do so, via theories of socially shared regulation of learning (SSRL; Hadwin, Järvelä, & Miller, 2018).”
Transfer of metacognitive skills in self-regulated learning: an experimental training study (2020, background): “…self-regulated learning are therefore doubtful (Sweller and Paas 2017), this aspect of metacognitive knowledge should be incorporated in established models of SRL (Boekaerts 1996; Efklides 2011; Hadwin et al. 2017; Pintrich 2000; Winne 2017; Winne and Hadwin 1998; Zimmerman and Moylan 2009).”
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).”
Reflections on the field of metacognition: issues, challenges, and opportunities (2020, methodology): “Can we press forward as researchers by including models of emotions, motivation (e.g., Linnenbrink-Garcia et al. 2016; Renninger and Hidi 2019), and social processes (e.g., Hadwin et al. 2017) into a unified theory of metacognition?”
Fostering self-regulated learning in higher education: Making self-regulation visible (2020, background): “In agreement with the literature (Hadwin et al., 2018; Räisänen et al., 2016), participants recognised the need for educator co-regulation to support student self-regulated learning.”
Capturing temporal and sequential patterns of self-, co-, and socially shared regulation in the context of collaborative learning (2017, background): “For example, in the context of collaboration, SRL reflects each individual’s own contribution toward his or her own learning goals (DiDonato, 2013).”