Research on Motivation in Collaborative Learning: Moving Beyond the Cognitive–Situative Divide and Combining Individual and Social Processes

Regulation of emotions in socially challenging learning situations: an instrument to measure the adaptive and social nature of the regulation process

“…Researching selfregulation in such contexts presents further challenges, as it requires a re-definition of regulation of motivation and emotions in terms of how these may be socially constructed. In turn, this also means finding new methods for studying regulation processes that may be shared among some group members or within the group as a whole (Järvelä et al, 2010).…”

“…In recent years there has been growing interest in explaining the role of the social context and social interactions in SRL, including a shift from a social influence perspective, i.e. one social variable affecting individual self-regulation, to a perspective that recognises that SRL occurs in a social context as part of social interaction (Corno & Mandinach, 2004;Hadwin, Oshige, Gress, & Winne, 2010;Järvelä et al, 2010).…”

“…Recent theoretical discussions in the field of collaborative learning research, supported by the results of several studies, have stressed the critical role of motivational and emotional processes in successful collaboration (Järvelä et al, 2010;Van den Bossche, Segers, & Kirscher, 2006). There is growing support for the view that the socioemotional aspects of the collaborative process contribute to enhanced interaction and communication, and to engagement in co-construction of knowledge through effective concurrent self-and co-regulation.…”

“…Predominantly, however, SRL research has tended to rely on survey measures, which treat SRL as an aptitude. Yet, recognition of the need to study self-regulation and motivation in learning contexts and as an ongoing process that develops over time is growing (Järvelä, Volet, & Järvenoja, 2010). This approach requires studies, which treat SRL as adaptive to different conditions, and reveal how learners regulate their cognition, motivation and emotions during learning tasks and across different situations (Winne & Hadwin, 2008;Zimmerman, 2008).…”

Challenge of supporting vocational learning: Empowering collaboration in a scripted 3D game – How does teachers’ real-time orchestration make a difference?

“…(Kollar 2010;Hämäläinen 2011). These challenges often resolve to problems in collaborative group work (Järvelä, Volet & Järvenoja 2010). Moreover, recent studies have pointed to certain reasons for these failures, such as unevenly divided work tasks (Strijbos & De Laat 2010), the poor working methods of individual group members (e.g.…”