Investigating peer influence on collaborative group members' motivation through the lens of socially shared regulation of learning.
Saved in:
| Title: | Investigating peer influence on collaborative group members' motivation through the lens of socially shared regulation of learning. |
|---|---|
| Authors: | Järvenoja, Hanna (AUTHOR), Törmänen, Tiina (AUTHOR), Lehtoaho, Emma (AUTHOR), Turunen, Marjo (AUTHOR), Suoraniemi, Jasmiina (AUTHOR), Edwards, Justin (AUTHOR) |
| Source: | British Journal of Educational Psychology. Dec2025, Vol. 95 Issue 4, p1063-1079. 17p. |
| Subjects: | Self-evaluation, Peer pressure, Interprofessional relations, Task performance, Research funding, Psychology of high school students, Affinity groups, Science, Interviewing, Self-control, Descriptive statistics, Group dynamics, Motivation (Psychology), Social skills, Interpersonal relations, Learning strategies, Group process, Cognition, Cooperativeness |
| Geographic Terms: | Finland |
| Abstract: | Background: Social context and peers significantly impact students' motivation, especially in collaborative learning settings. However, there is limited evidence on how students strategically influence each other's motivation through socially shared regulation of learning (SSRL). Aims: This study examined secondary school students' SSRL during collaborative learning, focusing on how groups regulate motivation and how these regulation processes influence individual situational motivation through peer interactions. Sample: The participants were 95 secondary school students (13–16 years) performing a collaborative science task in 31 groups. Methods: Collaborative learning was videotaped to capture motivation regulation from social interactions. Four times during the task, individual perceptions of peer influence on motivation and motivation regulation were collected with situational self‐reports, and individual stimulated‐recall interviews were conducted after the task. Results: The results showed that motivation regulation is embedded within broader SSRL processes. When motivation regulation coincided more likely with cognitive regulation, students perceived significantly higher peer influence on motivation. In interviews, students highlighted cognitive and social aspects of SSRL as crucial for their situational motivation but did not hardly recognize any direct motivation regulation strategies. Conclusions: This study contributes to the methodological advancements for studying motivation as situation‐ and context‐specific, emphasizing the use of different data channels to capture the dynamic interplay between the individual‐ and group‐level aspects throughout the learning process. For educational practice, this study supports the claim that peer interactions, particularly in collaborative learning, play a crucial role in individual students' motivation. [ABSTRACT FROM AUTHOR] |
| Copyright of British Journal of Educational Psychology is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
|
Full text is not displayed to guests.
Login for full access.
|
|
| Abstract: | Background: Social context and peers significantly impact students' motivation, especially in collaborative learning settings. However, there is limited evidence on how students strategically influence each other's motivation through socially shared regulation of learning (SSRL). Aims: This study examined secondary school students' SSRL during collaborative learning, focusing on how groups regulate motivation and how these regulation processes influence individual situational motivation through peer interactions. Sample: The participants were 95 secondary school students (13–16 years) performing a collaborative science task in 31 groups. Methods: Collaborative learning was videotaped to capture motivation regulation from social interactions. Four times during the task, individual perceptions of peer influence on motivation and motivation regulation were collected with situational self‐reports, and individual stimulated‐recall interviews were conducted after the task. Results: The results showed that motivation regulation is embedded within broader SSRL processes. When motivation regulation coincided more likely with cognitive regulation, students perceived significantly higher peer influence on motivation. In interviews, students highlighted cognitive and social aspects of SSRL as crucial for their situational motivation but did not hardly recognize any direct motivation regulation strategies. Conclusions: This study contributes to the methodological advancements for studying motivation as situation‐ and context‐specific, emphasizing the use of different data channels to capture the dynamic interplay between the individual‐ and group‐level aspects throughout the learning process. For educational practice, this study supports the claim that peer interactions, particularly in collaborative learning, play a crucial role in individual students' motivation. [ABSTRACT FROM AUTHOR] |
|---|---|
| ISSN: | 00070998 |
| DOI: | 10.1111/bjep.12754 |
