Self-Regulation, Coregulation, and Socially Shared Regulation: Exploring Perspectives of Social in Self-Regulated Learning Theory

Abstract

Background/ContextModels of self-regulated learning (SRL) have increasingly acknowledged aspects of social context influence in its process; however, great diversity exists in the theoretical positioning of “social” in these models.Purpose/Objective/Research Question/Focus of StudyThe purpose of this review article is to introduce and contrast social aspects across three perspectives: self-regulated learning, coregulated learning, and socially shared regulation of learning.Research DesignThe kind of research design taken in this review paper is an analytic essay. The article contrasts self-regulated, coregulated, and socially shared regulation of learning in terms of theory, operational definition, and research approaches.Data Collection and AnalysisChapters and articles were collected through search engines (e.g., EBSCOhost, PsycINFO, PsycARTICLES, ERIC).Findings/ResultsThree different perspectives are summarized: self-regulation, coregulation, and socially shared regulation of learning.Conclusions/RecommendationsIn this article, we contrasted three different perspectives of social in each model, as well as research based on each model. In doing so, the article introduces a language for describing various bodies of work that strive to consider roles of individual and social context in the regulation of learning. We hope to provide a frame for considering multimethodological approaches to study SRL in future research.

An immediate analysis of the interaction topic approach to promoting group performance, knowledge convergence, cognitive engagement, and coregulation in online collaborative learning

“…Coregulation is an interactive process in which regulatory activity is shared and embedded in the interactions (Hadwin & Oshige, 2011 ). It is composed of emergent social interactions mediated by setting goals, making plans, monitoring, and evaluating (Zheng et al, 2016 ).…”

Socio-Emotional Skills: Toward a Metacognition and Emotional Regulation use in Higher Education Internship Process

“…The situated perspectives of learning consider that it emerges in instances of highly dynamic interaction and where knowledge is built collaboratively, giving way to relevant aspects in the field of co-regulation and shared regulation (A. F. A. Hadwin & Oshige, 2011;Schunk, 1991;Zimmerman & Schunk, 2011).…”

Is Teamwork Different Online Versus Face-to-Face? A Case in Engineering Education

“…(1) Shared goal/value (2) Commitment with team success (3) Motivation (with the task) (4) Interpersonal skills (5) Open/effective communication (6) Constructive feedback (7) Ideal team composition (8) Leadership ( 9) Accountability ( 10) Interdependence (11) Adherence to team process and performance…”

“…The first cohort of students (2019) worked in face-to-face collaboration, while the second cohort (2020) collaborated using online tools, as the whole university was transitioning to e-learning. We base our inquiry on the socially-shared regulation of learning framework (SSRL), as described by researchers such as Hadwin and Oshige [11] and Panadero and Järvelä [12], to conceptualize teamwork under a consistent and evidence-based theory.…”