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Socially Constructed Self-Regulated Learning and Motivation Regulation in Collaborative Learning Groups by Sanna Järvelä & Hanna Järvenoja — 2011Background/Context: Most of the earlier empirical findings deal with motivation regulation in individual learning situations. This study identifies higher education students� socially constructed motivation regulation in collaborative learning and stresses that regulation of motivation is crucial in socially self-regulated learning because motivation is constantly shaped and reshaped as the activity unfolds.
Purpose of Study: The purpose of the study is to identity higher education students� socially constructed motivation regulation in collaborative learning This was studied by collecting data about the students� (N = 16) experiences of situation-specific social challenges in collaborative learning groups and observing what the students do to overcome these challenges.
Research Design: The study is a qualitative, multimethod study. Three methods�namely, adaptive instrument, video-tapings, and group interviews�were used to assess the individual- and group-level perspectives on those situations that the students felt were challenging and thus possibly activated joint regulation of motivation.
Conclusions: Motivation regulation can be identified as a socially constructed activity, and the importance of regulation of motivation in socially self-regulated learning is discussed. To view the full-text for this article you must be signed-in with the appropropriate membership. Please review your options below:
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- Sanna Järvelä
University of Oulu, Finland
SANNA JÄRVELÄ is a professor in education and a head of the Learning and Educational Technology Research Unit (http://www.let.oulu.fi/) in the Department of Educational Sciences, University of Oulu, Finland. Her main research interests deal with motivational processes in learning and self-regulated and computer-supported collaborative learning.
- Hanna Järvenoja
University of Oulu, Finland
HANNA JÄRVENOJA is PhD student the Learning and Educational Technology Research Unit (http://www.let.oulu.fi/) in the Department of Educational Sciences, University of Oulu, Finland. Her research focuses on motivational and emotional processes in learning.
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