How Individual Self-Regulation Affects Group Regulation and Performance

Abstract

This study explored the relationship between individual self-regulated learning (SRL), socially shared regulation of learning (SSRL), and group performance plus the effect of an intervention promoting SSRL. We hypothesized that SRL would influence SSRL and group performance as groups with high SRL students will be better regulated and that the intervention would promote SSRL over time. The results revealed a significant relationship between SRL and SSRL, but no significant effects of the intervention on group performance. The limitations of the intervention are discussed and form the basis for future design of environments to promote SSRL. The main conclusion is that SRL is an important predictor of SSRL and should be considered when designing small group activities and their environments.Keywords self-regulated learning, socially shared regulated learning, shared regulation, collaborative work, computer-supported collaborative learning Small Group ResearchWhen learners learn alone, they must regulate their own learning. Research has shown that while this is crucial for success, it is also difficult to do (Zimmerman & Schunk, 2011). But what about regulation in collaborative learning? Learners who collaboratively learn with others-independent of whether it is with a peer in a dyad or with a larger group-not only need to regulate their own learning but also play a role in regulating the learning of others (i.e., co-regulation of learning [CRL]) as well as the learning of the group (i.e., socially shared regulation of learning [SSRL]; Hadwin, Järvelä, & Miller, 2011). This brings a number of important questions such as the following: What is more important for successful collaborative learning: individual self-regulation or SSRL? Is it better (i.e., do collaborative learning groups learn better) when groups are composed of students with well-developed individual self-regulatory skills or when groups are composed of students who can successfully regulate the learning of the group in a shared fashion? Is selfregulation a prerequisite (i.e., is it necessary and sufficient) for socially shared regulation? How are self-regulated learning (SRL) and socially shared regulated learning related to each other? Are there dependencies between the two?While research on learning has made the jump from individual learning to learning in groups, research on SRL has primarily focused on individual skills, paying little attention to how social interaction and/or collaboration is regulated within a learning group. This, however, is slowly changing as recently there has been a subtle shift from research on self-regulation of learning (SRL) to research on how groups of learners interact to produce shared products and achieve shared goals (Hadwin et al., 2011;Panadero & Järvelä, 2015). Examples are research on CRL (e.g., Saab, 2012), shared metacognition (e.g., Hurme, Palonen, & Järvelä, 2006;Salonen, 2011), and SSRL (e.g., Grau &Whitebread, 2012). Newest is research on the difference between coregulation and SSRL (Hadwin et a...

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