Evidence indicates socially shared regulation of learning occurs across SRL areas and may promote learning and performance¶

Claim · All claims
Evidence · 1 study (2 entries) · review r2 · q2
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? A review of co-regulated and socially shared regulation found empirical evidence of SSRL occurrence in cognitive, metacognitive, motivational, and emotional shared areas. → Panadero 2017 q2 i? The same review found evidence that SSRL might promote learning and performance. → Panadero 2017 (2)

Evidence¶

Panadero 2017¶

Panadero, E. (2017). A Review of Self-regulated Learning: Six Models and Four Directions for Research. Frontiers in Psychology, 8:422. https://doi.org/10.3389/fpsyg.2017.00422

q2 · i? · review · r2

The review reports, citing the Panadero and Järvelä review of CoRL and SSRL, that "empirical evidence of the occurrence of SSRL in cognitive, metacognitive, motivational, and emotional shared areas were found". No effect sizes are printed.

"Secondly, empirical evidence of the occurrence of SSRL in cognitive, metacognitive, motivational, and emotional shared areas were found. This finding is important, as it shows that shared regulation happens within all SRL areas."

Panadero 2017 (2)¶

Panadero, E. (2017). A Review of Self-regulated Learning: Six Models and Four Directions for Research. Frontiers in Psychology, 8:422. https://doi.org/10.3389/fpsyg.2017.00422

q2 · i? · review · r2

The review attributes to the Panadero and Järvelä review the conclusion that "there was evidence that SSRL might promote learning and performance", a hedged statement with no effect size printed.

"And third, there was evidence that SSRL might promote learning and performance."

Discussion¶

Related Claims¶

• Learners perceive AI applications as useful for regulating their learning but not for regulating motivation — related
• The pooled effect of self-regulated learning does not differ significantly by strategy type (cognitive, metacognitive, resource management, motivational) — related
• Only students receiving SSRL and co-regulation support achieved superior performance in collaborative programming activities — a narrower finding that bears on this claim
• S-SRL strategy use is dynamic over time, contexts and student characteristics, supporting an event-based conceptualization of self and socially regulated learning — related
• The field lacks micro-level S-SRL theory and methodological guidelines, and studies have not connected temporal/sequential characteristics to learning gains — related
• Contributions to socially shared metacognitive regulation were significantly higher in higher performing groups than in lower performing groups (reported finding) — a narrower finding that bears on this claim