Socially Shared Regulation in Collaborative Groups: An Analysis of the Interplay Between Quality of Social Regulation and Group Processes

Abstract This study extends prior research on both individual self-regulation and socially shared regulation during group learning to examine the range and quality of the cognitive and behavioral social regulatory sub-processes employed by six small collaborative groups of upper-elementary students (n = 24). Qualitative analyses were conducted based on videotaped observations of groups across a series of three mathematics tasks. Variation in the quality of social regulation as a function of group processes (positive and negative socioemotional interactions, collaborative and non-collaborative interactions) was also considered. Findings suggested that the synergy among the social regulatory processes of planning, monitoring, and behavioral engagement was important for differentiating quality variation between groups. Positive socioemotional interactions and collaboration also appeared to facilitate higher quality social regulation. Implications for comprehensively supporting high quality social regulation, alongside positive socioemotional interactions and collaboration, in small group contexts are discussed. ACKNOWLEDGMENTS The analysis and writing of the article reflect the joint, collaborative efforts of both authors. The research reported in this article was supported by a Summer Research Grant from the University of Toledo to Elizabeth A. Linnenbrink and a Faculty Research Leave Grant from Duke Talent Identification Program to Lisa Linnenbrink-Garcia. The opinions expressed in this article are the authors’ and do not reflect the positions or policies of either funding source. An earlier version of this article was presented in 2007 at the 8th Computer-Supported Collaborative Learning Conference in New Brunswick, NJ. We thank Cindy Hmelo-Silver for her feedback and comments on an earlier version of this article.