Social regulation of learning framework: three interacting components (self-regulation, co-regulation, socially shared regulation)¶

Theory · All theories
Evidence · 4 claims (4 for) · 1 study (1 review), q2 · 0 of 1 report an effect size · 4 claims rest on one study

Description¶

The primer presents social regulation of learning as "the broader category of regulation in social contexts," accomplished "through three interacting component sets of skills: self-regulation, co-regulation, and socially shared regulation of learning" (Figure 1). In collaborative contexts it occurs when group members "plan, implement, and, if necessary, adjust their collective actions and behaviors to accomplish shared learning goals." The framework organizes the primer's research review and practitioner guidance.

Design Implications¶

Context¶

Requirements¶

• Requires shared learning goals in a group context; regulation skills include goal-setting, pre-planning, implementing strategies, monitoring progress, reflecting, revising strategies, and maintaining motivation

Constraints¶

• The field is described as relatively new and still evolving, with overlapping components that can be challenging to distinguish and that often occur simultaneously

Target Learners¶

• K-12 and STEM students working in collaborative groups

Target Learning Objectives¶

• Collaborative learning skills
• regulation of learning
• co-construction of knowledge

Claims¶

• More group engagement in social regulation of learning is associated with higher-quality collaborative products [+W]
• Positive classroom climate is associated with more frequent socially shared regulation of learning [+W]
• All types of regulation can be explicitly taught and improved with time, effort, and effective feedback [+W]
• Teacher control over small-group dialogue is inversely related to groups' socially shared regulation of learning [+W]

Related Theories¶

Examples¶

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Key Sources¶

• Hampton, S., Glazer, K., Dragnić-Cindrić, D., & Fusco, J. (2025). Social Regulation of Learning. Digital Promise. https://doi.org/10.51388/20.500.12265/249