Co-regulated learning (CRL) describes the social processes group members employ to regulate their shared work on a joint task. While recent research has certainly added to our understanding of CRL, most studies have focused on either co-regulation of cognitive (e.g., planning, monitoring, evaluation) or motivational (e.g., efficacy, attributions) processes ignoring the interaction between these processes. This study examined cognitive and motivational instances of co-regulation within two, sixth grade collaborative groups (N=8) in order to explain how these processes inter-related and co-occurred. Results of the analysis indicated that agreement and interest led to sustained co-regulation of cognitive processes, while verbal put-downs thwarted it. Understanding how cognitive and motivational processes co-occur and interact not only adds to our understanding of CRL, but can be used in practice to improve how peers interact within collaborative contexts.
Assistant Professor, Educational Foundations, Montclair State University, Montclair, NJ, USA
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