2017年4月1日 · SSRL includes strategic, metacognitive control over behavior, cognition, motivation, and emotion (Hadwin et al., 2011, Hadwin et al., 2017). For example, collaborative group members reciprocally negotiate the terms of their joint goal, and each group member adjusts his or her own goals so that he or she can genuinely engage in one shared goal ...

This theoretical review of Winne and Hadwin's model of self-regulated learning (SRL) seeks to highlight how the model sheds new light on current research as well as suggests interesting new directions for future work.

2025年2月11日 · Literature shows that detecting SSRL processes is elusive (Järvelä, Hadwin, Malmberg, & Miller, 2018). However, some authors are exploring how data collection and analysis techniques used for other purposes in LA could be used to analyse and support SSRL processes.

2019年11月25日 · SSRL conceptualizes regulation on a group level, and therefore, students’ activities, choices, and outcomes are intertwined with dynamic internal, social, and environmental conditions, serving as affordances and constraints for regulation (Winne and Hadwin 2008).

2017年1月1日 · The reports from these authors have focused solely on providing a detailed analysis of aspects related to the study of social regulation and/or collaboration based on the Winne and Hadwin model...

2023年7月1日 · Building upon the COPES model, the SSRL framework (Hadwin et al., 2011) unfolded the SSRL processes in collaborative learning and highlighted the essential role of shared convergence in SSRL. Based on this theoretical grounding, regulation as a phenomenon has increasingly been acknowledged in empirical research extending beyond individual ...

2023年4月20日 · Self-regulated learning (SRL) (Winne & Hadwin, 1998) and socially shared regulation in collaborative learning (SSRL) are theoretical frameworks for explaining core human learning mechanisms, such as the metacognitive ability to monitor, regulate and adapt one's cognitive, motivational, emotional and social learning processes.

To this end, this article extends the idea first posited by Järvelä and Hadwin (Educ Psychol 48 (1):25–39, 2013) that successful collaboration in CSCL contexts requires targeted support for promoting individual self-regulatory skills and strategies, peer support, facilitation of self-regulatory competence within the group, and SSRL.

To this end, this article extends the idea first posited by Järvelä and Hadwin (Educ Psychol 48 (1):25–39, 2013) that successful collaboration in CSCL contexts requires targeted support for promoting individual self-regulatory skills and strategies, peer support, facilitation of self-regulatory competence within the group, and SSRL.

Historically, models portrayed self-regulated learning (SRL) as an individual, cognitive-constructive activity (e.g., Winne, 1997; Zimmerman, 1989b) focusing on individual differences associated with SRL including self-efficacy, metacognition, goal setting, and achievement.