Search Results (2)

Socially regulated learning (SoRL) is an important way to maintain the sustainable development of collaborative learning (CL). Usually, learners can achieve sustainable and high-quality SoRL with the intervention of teachers. To improve the appropriateness of the intervention, teachers need to clarify the profiles of SoRL to which learners belong, as well as the influence of collaborative learning motivation (CLM) and the relevant background variables. This study used three non-duplicate samples to provide evidence for the psychometric properties of the SoRL and CLM scales through item analysis, exploratory factor analysis (sample 1, n = 531), and confirmatory factor analysis (sample 2, n = 1278). The profiles of SoRL among university students were determined through latent profile analysis (sample 3, n = 909). This study identified three profiles of regulation (strong SoRL, progressive SoRL, and weak SoRL). The analysis of multivariate variance and multiple logistic regression methods further explored the differences in the dimensions of SoRL structures across different profiles and the extent to which CLM and background variables predicted profiles. The results showed that collaborative motivation (CM) and learning motivation (LM) were the predictors of learners’ transformation from a low regulation level to a medium regulation level. CM, LM, altruistic motivation, and major background were the predictors of learners’ transition from the medium regulation level to the high regulation level. Accordingly, teachers can provide learners with an appropriate external intervention to promote the improvement of SoRL. This study contributes to improving learners’ SoRL levels and promoting the sustainable development of education. In the future, the changing characteristics of learners’ SoRL profiles over time will be explored, and the application of learning process data will be strengthened. Full article

Online teaching has become an important initiative to maintain normal educational order in the post COVID-19 period. However, learners face multiple challenges in the online learning process, which cannot be successfully carried out without the support of socially regulated learning (SoRL). This study designed SoRL intervention strategies from the perspective of shared metacognitive scripts. A total of 77 undergraduate students participated in this study and were randomly assigned into experimental and control groups. The students in the experimental group received an SoRL intervention, and the students in the control group learned with the traditional online collaborative learning approach. The results showed that there was variability in the supply of SoRL intervention scripts and the actual selection status of the learners. The regulation foci activated in this study were time management, content monitoring, and atmosphere activation. Atmosphere activation drove collaborative learning activities to continue. Time management and content monitoring drove collaborative knowledge building (CKB) to a deeper level. This study is of great significance in revealing the impact mechanism of SoRL on CKB. Full article