An integrated model of socially shared regulation of learning: The role of metacognition, affect, and motivation

References

• Ainley, M. (2007). Being and feeling interested: Transient state, mood, and disposition. In P. A. Schutz & R. Pekrun (Eds.), Emotion in Education (pp. 147–163). Elsevier. https://doi.org/10.1016/B978-012372545-5/50010-1
   Google Scholar
• Ainley, M., Hidi, S., & Berndorff, D. (2002). Interest, learning, and the psychological processes that mediate their relationship. Journal of Educational Psychology, 94(3), 545–561. https://doi.org/10.1037/0022-0663.94.3.545
   Web of Science ®Google Scholar
• Bandura, A. (1994). Self-efficacy. In V. S. Ramachaudran (Ed.), Encyclopedia of human behavior (Vol. 4, pp. 71–81). Academic Press.
   Google Scholar
• Bandura, A. (2001). Social cognitive theory: An agentic perspective. Annual Review of Psychology, 52(1), 1–26. https://doi.org/10.1111/1467-839X.00024
   PubMed Web of Science ®Google Scholar
• Barron, B. (2003). When smart groups fail. Journal of the Learning Sciences, 12(3), 307–359. https://doi.org/10.1207/S15327809JLS1203_1
   Web of Science ®Google Scholar
• Boekaerts, M. (2006). Self-regulation and effort investment. In K. A. Renninger & I. E. Sigel (Eds.), Handbook of child psychology volume 4: child psychology in practice (6 ed., pp. 345–377). Wiley.
   Google Scholar
• Borge, M., & White, B. (2016). Toward the development of socio-metacognitive expertise: An approach to developing collaborative competence. Cognition and Instruction, 34(4), 323–360. https://doi.org/10.1080/07370008.2016.1215722
   Web of Science ®Google Scholar
• Buchs, C., Gilles, I., Antonietti, J. P., & Butera, F. (2016). Why students need to be prepared to cooperate: A cooperative nudge in statistics learning at university. Educational Psychology, 36(5), 956–974. https://doi.org/10.1080/01443410.2015.1075963
   Web of Science ®Google Scholar
• Butera, F., & Buchs, C. (2019). Social interdependence and the promotion of cooperative learning. In Social psychology in action (pp. 111–127). https://doi.org/10.1007/978-3-030-13788-5_8
   Google Scholar
• Care, E., Griffin, P., & McGaw, B. (2012). Assessment and teaching of 21st century skills. Springer.
   Google Scholar
• Chizhik, A. W. (2001). Equity and status in group collaboration: Learning through explanations depends on task characteristics. Social Psychology of Education, 5(2), 179–200. https://doi.org/10.1023/A:1014405118351
   Google Scholar
• De Backer, L., Van Keer, H., & Valcke, M. (2015). Exploring evolutions in reciprocal peer tutoring groups’ socially shared metacognitive regulation and identifying its metacognitive correlates. Learning and Instruction, 38, 63–78. https://doi.org/10.1016/j.learninstruc.2015.04.001
   Web of Science ®Google Scholar
• De Backer, L., Van Keer, H., & Valcke, M. (2020). Variations in socially shared metacognitive regulation and their relation with university students’ performance. Metacognition and Learning, 15(2), 233–259. https://doi.org/10.1007/s11409-020-09229-5
   Web of Science ®Google Scholar
• De Backer, L., Van Keer, H., & Valcke, M. (2021). Examining the relation between students’ active engagement in shared metacognitive regulation and individual learner characteristics. International Journal of Educational Research, 110, 101892. https://doi.org/10.1016/j.ijer.2021.101892
   Web of Science ®Google Scholar
• De Grave, W. S., Boshuizen, H. P. A., & Schmidt, H. G. (1996). Problem based learning: Cognitive and metacognitive processes during problem analysis. Instructional Science, 24(5), 321–341. https://doi.org/10.1007/BF00118111
   Web of Science ®Google Scholar
• Deci, E. L., & Ryan, R. M. (1985). The general causality orientations scale: Self-determination in personality. Journal of Research in Personality, 19(2), 109–134. https://doi.org/10.1016/0092-6566(85)90023-6
   Web of Science ®Google Scholar
• Deci, E. L., & Ryan, R. M. (2010). Self‐determination. In Weiner, I. B., & Craighead, W. E. (2010). The Corsini Encyclopedia of Psychology. John Wiley. https://doi.org/10.1016/0092-6566(85)90023-6
   Google Scholar
• Efklides, A. (2002). Feelings and judgments as subjective evaluations of cognitive processing: How reliable are they? Psychology: The Journal of the Hellenic Psychological Society, 9, 163–184.
   Google Scholar
• Efklides, A. (2008). Metacognition: Defining its facets and levels of functioning in relation to self-regulation and co-regulation. European Psychologist, 13(4), 277–287. https://doi.org/10.1027/1016-9040.13.4.277
   Web of Science ®Google Scholar
• Efklides, A. (2009). The role of metacognitive experiences in the learning process. Psicothema, 21(1), 76–82.
   PubMed Web of Science ®Google Scholar
• Efklides, A. (2011). Interactions of metacognition with motivation and affect in self-regulated learning: The MASRL model. Educational Psychologist, 46(1), 6–25. https://doi.org/10.1080/00461520.2011.538645
   Web of Science ®Google Scholar
• Efklides, A. (2017). Affect, Epistemic Emotions, Metacognition, and Self-Regulated Learning. Teachers College Record: The Voice of Scholarship in Education, 119(13), 1–22. https://doi.org/10.1177/01614681171190130
   Web of Science ®Google Scholar
• Efklides, A., Samara, A., & Petropoulou, M. (1999). Feeling of difficulty: An aspect of monitoring that influences control. European Journal of Psychology of Education, 14(4), 461–476. http://www.jstor.org/stable/23420265 https://doi.org/10.1007/BF03172973
   Web of Science ®Google Scholar
• Efklides, A., Schwartz, B. L., & Brown, V. (2018). Motivation and affect in self-regulated learning: Does metacognition play a role?. In, D. H. Schunk & J. A. Greene (Eds.), Self-regulated learning and performance (pp. 64–82). Routledge. https://doi.org/10.4324/9781315697048
   Google Scholar
• Esmonde, I. (2009). Ideas and identities: Supporting equity in cooperative mathematics learning. Review of Educational Research, 79(2), 1008–1043. https://doi.org/10.3102/003465430933256
   Web of Science ®Google Scholar
• Farivar, S., & Webb, N. M. (1994). Helping and getting help—essential skills for effective group problem solving. The Arithmetic Teacher, 41(9), 521–525. https://doi.org/10.5951/AT.41.9.0521
   Google Scholar
• Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive–developmental inquiry. American Psychologist, 34(10), 906–911. https://doi.org/10.1037/0003-066X.34.10.906
   Web of Science ®Google Scholar
• Forgas, J. P. (1994). The role of emotion in social judgments: An introductory review and an Affect Infusion Model (AIM). European Journal of Social Psychology, 24(1), 1–24. https://doi.org/10.1002/ejsp.2420240102
   Web of Science ®Google Scholar
• Frijda, N. H. (1986). The emotions. Cambridge University Press.
   Google Scholar
• Furrer, C., & Skinner, E. (2003). Sense of relatedness as a factor in children’s academic engagement and performance. Journal of Educational Psychology, 95(1), 148–162. https://doi.org/10.1037/0022-0663.95.1.148
   Web of Science ®Google Scholar
• Gillies, R. M., & Ashman, A. F. (1997). The effects of training in cooperative learning on differential student behaviour and achievement. The Journal of Classroom Interaction, 32(1), 1–10. http://www.jstor.org/stable/23870790
   Google Scholar
• Gillies, R. M., & Ashman, A. F. (1998). Behaviour and interactions of children in cooperative groups in lower and middle elementary grades. Journal of Educational Psychology, 90(4), 746–757. https://doi.org/10.1037/0022-0663.90.4.746
   Web of Science ®Google Scholar
• Grau, V., & Whitebread, D. (2012). Self and social regulation of learning during collaborative activities in the classroom: The interplay of individual and group cognition. Learning and Instruction, 22(6), 401–412. https://doi.org/10.1016/j.learninstruc.2012.03.003
   Web of Science ®Google Scholar
• Haataja, E., Dindar, M., Malmberg, J., & Järvelä, S. (2022). Individuals in a group: Metacognitive and regulatory predictors of learning achievement in collaborative learning. Learning and Individual Differences, 96, 102146. https://doi.org/10.1016/j.lindif.2022.102146
   Web of Science ®Google Scholar
• Hadwin, A., Järvelä, S., & Miller, M. (2018). Self-regulation, co-regulation, and shared regulation in collaborative learning environments. In D. H. Schunk & J. A. Greene (Eds.), Self-regulated learning and performance (pp. 83–106). Routledge. https://doi.org/10.4324/9781315697048
   Google Scholar
• Hesse, F., Care, E., Buder, J., Sassenberg, K., & Griffin, P. (2015). A framework for teachable collaborative problem solving skills. In Assessment and teaching of 21st century skills (pp. 37–56). https://doi.org/10.1007/978-94-017-9395-7_2
   Google Scholar
• Hofmann, S., & Doan, S. (2018). The social foundations of emotion: Developmental, cultural, and clinical dimensions. American Psychological Association. https://doi.org/10.1037/0000098-000
   Google Scholar
• Hogenkamp, L., Van Dijk, A. M., & Eysink, T. H. (2021). Analyzing socially shared regulation of learning during cooperative learning and the role of equal contribution: A grounded theory approach. Education Sciences, 11(9), 512. https://doi.org/10.3390/educsci11090512
   Web of Science ®Google Scholar
• Hurme, T. R., Järvelä, S., Merenluoto, K., & Salonen, P. (2015). What makes metacognition as Socially shared in mathematical problem solving?. In Metacognition: Fundaments, applications, and trends (pp. 259–276). Springer. https://doi.org/10.1007/978-3319-11062-2_10
   Google Scholar
• Iiskala, T., Vauras, M., & Lehtinen, E. (2004). Socially-shared metacognition in peer learning? Hellenic Journal of Psychology, 1, 147–178.
   Google Scholar
• Iiskala, T., Vauras, M., Lehtinen, E., & Salonen, P. (2011). Socially shared metacognition of dyads of pupils in collaborative mathematical problem-solving processes. Learning and Instruction, 21(3), 379–393. https://doi.org/10.1016/j.learninstruc.2010.05.002
   Web of Science ®Google Scholar
• Iiskala, T., Volet, S., Lehtinen, E., & Vauras, M. (2015). Socially shared metacognitive regulation in asynchronous CSCL in science: Functions, evolution and participation. Frontline Learning Research, 3, 78–111.
   Google Scholar
• Janssen, J., Erkens, G., Kirschner, P. A., & Kanselaar, G. (2012). Task-related and social regulation during online collaborative learning. Metacognition and Learning, 7(1), 25–43. https://doi.org/10.1007/s11409-010-9061-5
   Web of Science ®Google Scholar
• Järvelä, S., & Hadwin, A. F. (2013). New frontiers: Regulating learning in CSCL. Educational Psychologist, 48(1), 25–39. https://doi.org/10.1080/00461520.2012.748006
   Web of Science ®Google Scholar
• Järvelä, S., & Järvenoja, H. (2011). Socially constructed self-regulated learning and motivation regulation in collaborative learning groups. Teachers College Record: The Voice of Scholarship in Education, 113(2), 350–374. https://doi.org/10.1177/016146811111300205
   Web of Science ®Google Scholar
• Järvelä, S., Kirschner, P. A., Panadero, E., Malmberg, J., Phielix, C., Jaspers, J., Koivuniemi, M., & Järvenoja, H. (2015). Enhancing socially shared regulation in collaborative learning groups: Designing for CSCL regulation tools. Educational Technology Research and Development, 63(1), 125–142. https://doi.org/10.1007/s11423-014-9358-1
   Web of Science ®Google Scholar
• Jarvelä, S., Lehtinen, E., & Salonen, P. (2000). Socio-emotional orientation as a mediating variable in the teaching–learning interaction: Implications for instructional design. Scandinavian Journal of Educational Research, 44(3), 293–306. https://doi.org/10.1080/713696677
   Google Scholar
• Järvelä, S., Volet, S., & Järvenoja, H. (2010). Research on motivation in collaborative learning: Moving beyond the cognitive–situative divide and combining individual and social processes. Educational Psychologist, 45(1), 15–27. https://doi.org/10.1080/00461520903433539
   Web of Science ®Google Scholar
• Järvenoja, H., & Järvelä, S. (2005). How students describe the sources of their emotional and motivational experiences during the learning process: A qualitative approach. Learning and Instruction, 15(5), 465–480. https://doi.org/10.1016/j.learninstruc.2005.07.012
   Web of Science ®Google Scholar
• Järvenoja, H., & Järvelä, S. (2009). Emotion control in collaborative learning situations: Do students regulate emotions evoked by social challenges. British Journal of Educational Psychology, 79(3), 463–481. https://doi.org/10.1348/000709909X402811
   PubMed Web of Science ®Google Scholar
• Järvenoja, H., Järvelä, S., & Malmberg, J. (2020). Supporting groups’ emotion and motivation regulation during collaborative learning. Learning and Instruction, 70, 101090. 101090. https://doi.org/10.1016/j.learninstruc.2017.11.004
   Web of Science ®Google Scholar
• Järvenoja, H., Näykki, P., & Törmänen, T. (2019). Emotion regulation in collaborative student learning: when do higher education students activate group level regulation in the face of challenges? Studies in Higher Education, 44(10), 1747–1757. https://doi.org/10.1080/03075079.2019.1665318
   Web of Science ®Google Scholar
• Jin, Q., & Kim, M. (2018). Metacognitive regulation during elementary students’ collaborative group work. Interchange, 49(2), 263–281. https://doi.org/10.1007/s10780-018-9327-4
   Google Scholar
• Johnson, D. W., Johnson, R. T., Stanne, M. B., & Garibaldi, A. (1990). Impact of group processing on achievement in cooperative groups. The Journal of Social Psychology, 130(4), 507–516. https://doi.org/10.1080/00224545.1990.9924613
   PubMed Web of Science ®Google Scholar
• Khosa, D. K., & Volet, S. E. (2014). Productive group engagement in cognitive activity and metacognitive regulation during collaborative learning: can it explain differences in students’ conceptual understanding? Metacognition and Learning, 9(3), 287–307. https://doi.org/10.1007/s11409-014-9117-z
   Web of Science ®Google Scholar
• Kirschner, F., Paas, F., & Kirschner, P. A. (2009). A cognitive load approach to collaborative learning: United brains for complex tasks. Educational Psychology Review, 21(1), 31–42. https://doi.org/10.1007/s10648-008-9095-2
   Web of Science ®Google Scholar
• Kirschner, F., Paas, F., Kirschner, P. A., & Janssen, J. (2011). Differential effects of problem-solving demands on individual and collaborative learning outcomes. Learning and Instruction, 21(4), 587–599. https://doi.org/10.1016/j.learninstruc.2011.01.001
   Web of Science ®Google Scholar
• Kirschner, P. A., & Stoyanov, S. (2020). Educating Youth for Nonexistent/Not Yet Existing Professions. Educational Policy, 34(3), 477–517. https://doi.org/10.1177/0895904818802086
   Web of Science ®Google Scholar
• Kreijns, K., Kirschner, P. A., & Jochems, W. (2003). Identifying the pitfalls for social interaction in computer-supported collaborative learning environments: a review of the research. Computers in Human Behavior, 19(3), 335–353. https://doi.org/10.1016/S0747-5632(02)00057-2
   Web of Science ®Google Scholar
• Koriat, A. (2007). Metacognition and consciousness. In P. D. Zelazo, M. Moscovitch & E. Thompson (Eds.), The Cambridge Handbook of Consciousness (pp. 289–326). Cambridge: Cambridge University Press. https://doi.org/10.1017/CBO9780511816789.012
   Google Scholar
• Latané, B., Williams, K., & Harkins, S. (1979). Many hands make light the work: The causes and consequences of social loafing. Journal of Personality and Social Psychology, 37(6), 822–832. https://doi.org/10.1037/0022-3514.37.6.822
   Web of Science ®Google Scholar
• Levine, J. M., & Moreland, R. L. (2004). Collaboration: The social context of theory development. Personality and Social Psychology Review: An Official Journal of the Society for Personality and Social Psychology, Inc, 8(2), 164–172. https://doi.org/10.4324/9780203764473
   PubMed Web of Science ®Google Scholar
• Lewis, K. (2003). Measuring transactive memory systems in the field: scale development and validation. The Journal of Applied Psychology, 88(4), 587–604. https://doi.org/10.1037/0021-9010.88.4.587
   PubMed Web of Science ®Google Scholar
• Lobczowski, N. G. (2020). Bridging gaps and moving forward: Building a new model for socioemotional formation and regulation. Educational Psychologist, 55(2), 53–68. https://doi.org/10.1080/00461520.2019.1670064
   Web of Science ®Google Scholar
• Lobczowski, N. G., Allen, E. M., Firetto, C. M., Greene, J. A., & Murphy, P. K. (2020). An exploration of social regulation of learning during scientific argumentation discourse. Contemporary Educational Psychology, 63, 101925. https://doi.org/10.1016/j.cedpsych.2020.101925
   Web of Science ®Google Scholar
• Lobczowski, N. G., Lyons, K., Greene, J. A., & McLaughlin, J. E. (2021a). Socially shared metacognition in a project-based learning environment: A comparative case study. Learning, Culture and Social Interaction, 30, 100543. https://doi.org/10.1016/j.lcsi.2021.100543
   Web of Science ®Google Scholar
• Lobczowski, N. G., Lyons, K., Greene, J. A., & McLaughlin, J. E. (2021b). Socioemotional regulation strategies in a project-based learning environment. Contemporary Educational Psychology, 65, 101968. https://doi.org/10.1016/j.cedpsych.2021.101968
   Web of Science ®Google Scholar
• Luo, Z., Marnburg, E., Øgaard, T., & Okumus, F. (2021). Exploring antecedents of social loafing in students’ group work: A mixed-methods approach. Journal of Hospitality, Leisure, Sport & Tourism Education, 28, 100314. https://doi.org/10.1016/j.jhlste.2021.100314
   Web of Science ®Google Scholar
• Malmberg, J., Haataja, E., & Järvelä, S. (2022). Exploring the connection between task difficulty, task perceptions, physiological arousal and learning outcomes in collaborative learning situations. Metacognition and Learning, 17(3), 793–811. https://doi.org/10.1007/s11409-022-09320-z
   Web of Science ®Google Scholar
• Manlove, S., Lazonder, A. W., & De Jong, T. (2006). Regulative support for collaborative scientific inquiry learning. Journal of Computer Assisted Learning, 22(2), 87–98. https://doi.org/10.1111/j.1365-2729.2006.00162.x
   Web of Science ®Google Scholar
• McGrath, J. E. (1991). Time, interaction, and performance (TIP). Small Group Research, 22(2), 147–174. https://doi.org/10.1177/1046496491222001
   Web of Science ®Google Scholar
• Metallidou, P., & Efklides, A. (2001). The effects of general success-related beliefs and specific metacognitive experiences on causal attributions. In A. Efklides & J. Kuhl (Eds.). Trends and prospects in motivation research (pp. 325–347). Springer. https://doi.org/10.1007/0-306-47676-2_17
   Google Scholar
• Michinov, N., & Michinov, E. (2009). Investigating the relationship between transactive memory and performance in collaborative learning. Learning and Instruction, 19(1), 43–54. https://doi.org/10.1016/j.learninstruc.2008.01.003
   Web of Science ®Google Scholar
• Miele, D. B., & Scholer, A. A. (2018). The role of metamotivational monitoring in motivation regulation. Educational Psychologist, 53(1), 1–21. https://doi.org/10.1080/00461520.2017.1371601
   Web of Science ®Google Scholar
• Moreland, R. L., Argote, L., & Mannix, E. (2003). Transactive memory in dynamic organizations. In R. Peterson (Eds.), Understanding the Dynamic Organization (pp.135–162). Erlbaum.
   Google Scholar
• Muis, K. R., Chevrier, M., & Singh, C. A. (2018). The role of epistemic emotions in personal epistemology and self-regulated learning. Educational Psychologist, 53(3), 165–184. https://doi.org/10.1080/00461520.2017.1421465
   Web of Science ®Google Scholar
• Muis, K. R., Psaradellis, C., Lajoie, S. P., Di Leo, I., & Chevrier, M. (2015). The role of epistemic emotions in mathematics problem solving. Contemporary Educational Psychology, 42, 172–185. https://doi.org/10.1016/j.cedpsych.2015.06.003
   Web of Science ®Google Scholar
• Nolen, S. B., & Ward, C. J. (2008). Sociocultural and situative approaches to studying motivation. In Maehr, M., Karabenick, S., & Urdan, T. (Eds.), Social psychological perspectives. (Vol. 15, pp. 425–460). JAI.
   Google Scholar
• Nolen, S. B. (in press). Taking a situative approach to research in educational psychology. In P. Schutz and K. R. Muis (Eds.), Handbook of Educational Psychology (4th ed.). American Psychological Association.
   Google Scholar
• Norman, E., & Furnes, B. (2016). The Concept of “Metaemotion”: What is There to Learn From Research on Metacognition? Emotion Review, 8(2), 187–193. https://doi.org/10.1177/1754073914552913
   PubMed Web of Science ®Google Scholar
• Norman, E., Price, M. C., & Duff, S. C,. (2010). Fringe consciousness: A useful framework for Clarifying the nature of experience-based feelings. In A. Efklides & P. Misailidi (Eds.), Trends and prospects in metacognition research (pp. 63–80). Springer. https://doi.org/10.1007/978-1-4419-6546-2_4
   Google Scholar
• Nurmi, J. E., & Aunola, K. (2005). Task-motivation during the first school years: A person-oriented approach to longitudinal data. Learning and Instruction, 15(2), 103–122. https://doi.org/10.1016/j.learninstruc.2005.04.009
   Web of Science ®Google Scholar
• Panadero, E., & Järvelä, S. (2015). Socially shared regulation of learning: A review. European Psychologist, 20(3), 190–203. https://doi.org/10.1027/1016-9040/a000226
   Web of Science ®Google Scholar
• Papadopoulos, P. M., Obwegeser, N., & Weinberger, A. (2021). Concurrent and retrospective metacognitive judgements as feedback in audience response systems: Impact on performance and self-assessment accuracy. Computers and Education Open, 2, 100046. https://doi.org/10.1016/j.caeo.2021.100046
   Google Scholar
• Pekrun, R., Goetz, T., Titz, W., & Perry, R. P. (2002). Positive emotions in education. In E. Frydenberg (Ed.), Beyond coping: Meeting goals, visions, and challenges (pp. 149–173). Bibliothek der Universität Konstanz. urn:nbn:de:bsz:352-139080
   Google Scholar
• Pekrun, R., & Stephens, E. J. (2012). Academic emotions. In K. Harris, S. Graham, T. Urdan, S. Graham, J. Royer, & M. Zeidner (Eds.), Individual differences and cultural and contextual factors. APA educational psychology handbook (Vol. 2, pp. 3–31). DC: American. https://doi.org/10.1037/13274-001
   Google Scholar
• Pekrun, R., Goetz, T., Frenzel, A. C., Barchfeld, P., & Perry, R. P. (2011). Measuring emotions in students’ learning and performance: The Achievement Emotions Questionnaire (AEQ). Contemporary Educational Psychology, 36(1), 36–48. https://doi.org/10.1016/j.cedpsych.2010.10.002
   Web of Science ®Google Scholar
• Poon, C. L., Tan, S., Cheah, H. M., Lim, P. Y., & Ng, H. L. (2015). Student and teacher responses to collaborative problem solving and learning through digital networks in Singapore. In Assessment and teaching of 21st century skills (pp. 199–212). Springer. https://doi.org/10.1007/978-94-017-9395-7_9
   Google Scholar
• Rogat, T. K., & Adams-Wiggins, K. R. (2014). Other-regulation in collaborative groups: Implications for regulation quality. Instructional Science, 42(6), 879–904. https://doi.org/10.1007/s11251-014-9322-9
   Web of Science ®Google Scholar
• Rogat, T. K., & Linnenbrink-Garcia, L. (2011). Socially shared regulation in collaborative groups: An analysis of the interplay between quality of social regulation and group processes. Cognition and Instruction, 29(4), 375–415. https://doi.org/10.1080/07370008.2011.607930
   Web of Science ®Google Scholar
• Ross, J. A. (1995). Strategies for enhancing teachers’ beliefs in their effectiveness: Research on a school improvement hypothesis. Teachers College Record: The Voice of Scholarship in Education, 97(2), 227–251. https://doi.org/10.1177/016146819509700205
   Web of Science ®Google Scholar
• Ross, J. A., Cousins, J. B., & Gadalla, T. (1996). Within-teacher predictors of teacher efficacy. Teaching and Teacher Education, 12(4), 385–400. https://doi.org/10.1016/0742-051X(95)00046-M
   Web of Science ®Google Scholar
• Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. The American Psychologist, 55(1), 68–78. https://doi.org/10.1037/0003-066X.55.1.68
   PubMed Web of Science ®Google Scholar
• Saab, N., van Joolingen, W., & van Hout-Wolters, B. (2012). Support of the collaborative inquiry learning process: Influence of support on task and team regulation. Metacognition and Learning, 7(1), 7–23. https://doi.org/10.1007/s11409-011-9068-6
   Web of Science ®Google Scholar
• Schnaubert, L., Krukowski, S., & Bodemer, D. (2021). Assumptions and confidence of others: The impact of socio-cognitive information on metacognitive self-regulation. Metacognition and Learning, 16(3), 855–887. 09269-5 https://doi.org/10.1007/s11409-021-
   Web of Science ®Google Scholar
• Slavin, R. E. (1996). Research on Cooperative Learning and Achievement: What We Know, What We Need to Know. Contemporary Educational Psychology, 21(1), 43–69. https://doi.org/10.1006/ceps.1996.0004
   Web of Science ®Google Scholar
• Singh, C. A., & Muis, K. R. (2021). The role of social emotions and co-regulation of learning during complex math problem solving. In Trends and Prospects in Metacognition Research across the Life Span (pp. 103–133). Springer. https://doi.org/10.1007/978-3-030-51673-4_6
   Google Scholar
• Theobald, E. J., Eddy, S. L., Grunspan, D. Z., Wiggins, B. L., & Crowe, A. J. (2017). Student perception of group dynamics predicts individual performance: Comfort and equity matter. PloS One, 12(7), e0181336. https://doi.org/10.1371/journal.pone.0181336
   PubMed Web of Science ®Google Scholar
• Tindale, R. S., & Kameda, T. (2000). Social sharedness as a unifying theme for information processing in groups. Group Processes & Intergroup Relations, 3(2), 123–140. https://doi.org/10.1177/1368430200003002002
   Google Scholar
• Tuckman, B. W., & Jensen, M. A. C. (1977). Stages of small-group development revisited. Group & Organization Studies, 2(4), 419–427. https://doi.org/10.1177/105960117700200404
   Google Scholar
• Vauras, M., Iiskala, T., Kajamies, A., Kinnunen, R., & Lehtinen, E. (2003). Shared-regulation and motivation of collaborating peers: A case analysis. PSYCHOLOGIA, 46(1), 19–37. https://doi.org/10.2117/psysoc.2003.19
   Web of Science ®Google Scholar
• Volet, S. (2001). Understanding learning and motivation in context: A multi-dimensional and multi-level cognitive-situative perspective. In S. Volet & S. Järvelä (Eds.), Advances in learning and instruction series. Motivation in learning contexts: Theoretical advances and methodological implications (pp. 57–82). Pergamon Press.
   Google Scholar
• Volet, S., Summers, M., & Thurman, J. (2009a). High-level co-regulation in collaborative learning: How does it emerge and how is it sustained? Learning and Instruction, 19(2), 128–143. https://doi.org/10.1016/j.learninstruc.2008.03.001
   Web of Science ®Google Scholar
• Volet, S., Vauras, M., & Salonen, P. (2009b). Self- and social regulation in learning contexts: An integrative perspective. Educational Psychologist, 44(4), 215–226. https://doi.org/10.1080/00461520903213584
   Web of Science ®Google Scholar
• Vosniadou, S. (2007). The cognitive-situative divide and the problem of conceptual change. Educational Psychologist, 42(1), 55–66. https://doi.org/10.1080/00461520709336918
   Web of Science ®Google Scholar
• Walker, R. A. (2010). Sociocultural issues in motivation. In S. Järvelä (Ed.) Social and emotional aspects of learning (Vol. 6, pp. 712–717). Elsevier.
   Google Scholar
• Webb, N. M. (1984). Sex Differences in Interaction and Achievement in Cooperative Small Groups. Journal of Educational Psychology, 76(1), 33–44. https://doi.org/10.1037/0022-0663.76.1.33
   Web of Science ®Google Scholar
• Webb, N. M., & Farivar, S. (1994). Promoting helping behaviour in cooperative small groups in middle school mathematics. American Educational Research Journal, 31(2), 369–395. https://doi.org/10.2307/1163314
   Web of Science ®Google Scholar
• Webb, M., Tracey, M., Harwin, W., Tokatli, O., Hwang, F., Johnson, R., Barrett, N., & Jones, C. (2022). Haptic-enabled collaborative learning in virtual reality for schools. Education and Information Technologies, 27(1), 937–960. https://doi.org/10.1007/s10639-021-10639-4
   Web of Science ®Google Scholar
• Wegner, D. M., & Goethals, G. R. (1978). Transactive memory: A contemporary analysis of the group mind. In B. Mullen (Eds.), Theories of Group Behavior (pp. 185–208). Springer-Verlag. https://doi.org/10.1007/978-1-4612-4634-3_9
   Google Scholar
• Wegner, D. M. (1987). Transactive memory: A contemporary analysis of the group mind. In B. Mullen, B., G. R. Goethals (Eds.), Theories of Group Behavior. Springer. https://doi.org/10.1007/978-1-4612-4634-3_9
   Google Scholar
• Wigfield, A., & Eccles, J. S. (2000). Expectancy–value theory of achievement motivation. Contemporary Educational Psychology, 25(1), 68–81. https://doi.org/10.1006/ceps.1999.1015
   PubMed Web of Science ®Google Scholar
• Wilson, J. M., Straus, S. G., & McEvily, B. (2006). All in due time: the development of trust in computer-mediated and face-to-face teams. Organizational Behavior and Human Decision Processes, 99(1), 16–33. https://doi.org/10.1016/j.obhdp.2005.08.001
   Web of Science ®Google Scholar
• Winne, P. H. (2018). Cognition and metacognition within self-regulated learning. In D. H. Schunk & J. A. Greene (Eds.), Self-regulated learning and performance (pp. 52–64). Routledge. https://doi.org/10.4324/9781315697048-3
   Google Scholar
• Winne, P. H., & Hadwin, A. F. (2008). The weave of motivation and self-regulated learning. In D. Schunk & B. Zimmerman (Eds.), Motivation and self-regulated learning: Theory, research, and applications Vol. 2 (pp. 297–314). Erlbaum.
   Google Scholar
• Wolters, C. A. (2003). Regulation of motivation: Evaluating an underemphasized aspect of self-regulated learning. Educational Psychologist, 38(4), 189–205. https://doi.org/10.1207/S15326985EP3804_1
   Web of Science ®Google Scholar
• Zhou, X., & Tsai, C. W. (2022). The Effects of Socially Shared Regulation of Learning on the Computational Thinking, Motivation, and Engagement in Collaborative Learning by Teaching. Education and Information Technologies, 28(7), 8135–8152. https://doi.org/10.1007/s10639-022-11527-1
   Web of Science ®Google Scholar