View in EDS HTML Full Text PDF Full Text

Investigating peer influence on collaborative group members' motivation through the lens of socially shared regulation of learning.

Saved in:
Bibliographic Details
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.
FullText Links:
  – Type: pdflink
Text:
  Availability: 1
Header DbId: pbh
DbLabel: Psychology and Behavioral Sciences Collection
An: 189133027
AccessLevel: 6
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Investigating peer influence on collaborative group members' motivation through the lens of socially shared regulation of learning.
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Järvenoja%2C+Hanna%22">Järvenoja, Hanna</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Törmänen%2C+Tiina%22">Törmänen, Tiina</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Lehtoaho%2C+Emma%22">Lehtoaho, Emma</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Turunen%2C+Marjo%22">Turunen, Marjo</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Suoraniemi%2C+Jasmiina%22">Suoraniemi, Jasmiina</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Edwards%2C+Justin%22">Edwards, Justin</searchLink> (AUTHOR)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="JN" term="%22British+Journal+of+Educational+Psychology%22">British Journal of Educational Psychology</searchLink>. Dec2025, Vol. 95 Issue 4, p1063-1079. 17p.
– Name: Subject
  Label: Subjects
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Self-evaluation%22">Self-evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Peer+pressure%22">Peer pressure</searchLink><br /><searchLink fieldCode="DE" term="%22Interprofessional+relations%22">Interprofessional relations</searchLink><br /><searchLink fieldCode="DE" term="%22Task+performance%22">Task performance</searchLink><br /><searchLink fieldCode="DE" term="%22Research+funding%22">Research funding</searchLink><br /><searchLink fieldCode="DE" term="%22Psychology+of+high+school+students%22">Psychology of high school students</searchLink><br /><searchLink fieldCode="DE" term="%22Affinity+groups%22">Affinity groups</searchLink><br /><searchLink fieldCode="DE" term="%22Science%22">Science</searchLink><br /><searchLink fieldCode="DE" term="%22Interviewing%22">Interviewing</searchLink><br /><searchLink fieldCode="DE" term="%22Self-control%22">Self-control</searchLink><br /><searchLink fieldCode="DE" term="%22Descriptive+statistics%22">Descriptive statistics</searchLink><br /><searchLink fieldCode="DE" term="%22Group+dynamics%22">Group dynamics</searchLink><br /><searchLink fieldCode="DE" term="%22Motivation+%28Psychology%29%22">Motivation (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Social+skills%22">Social skills</searchLink><br /><searchLink fieldCode="DE" term="%22Interpersonal+relations%22">Interpersonal relations</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+strategies%22">Learning strategies</searchLink><br /><searchLink fieldCode="DE" term="%22Group+process%22">Group process</searchLink><br /><searchLink fieldCode="DE" term="%22Cognition%22">Cognition</searchLink><br /><searchLink fieldCode="DE" term="%22Cooperativeness%22">Cooperativeness</searchLink>
– Name: SubjectGeographic
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Finland%22">Finland</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>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.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=189133027
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1111/bjep.12754
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 17
        StartPage: 1063
    Subjects:
      – SubjectFull: Self-evaluation
        Type: general
      – SubjectFull: Peer pressure
        Type: general
      – SubjectFull: Interprofessional relations
        Type: general
      – SubjectFull: Task performance
        Type: general
      – SubjectFull: Research funding
        Type: general
      – SubjectFull: Psychology of high school students
        Type: general
      – SubjectFull: Affinity groups
        Type: general
      – SubjectFull: Science
        Type: general
      – SubjectFull: Interviewing
        Type: general
      – SubjectFull: Self-control
        Type: general
      – SubjectFull: Descriptive statistics
        Type: general
      – SubjectFull: Group dynamics
        Type: general
      – SubjectFull: Motivation (Psychology)
        Type: general
      – SubjectFull: Social skills
        Type: general
      – SubjectFull: Interpersonal relations
        Type: general
      – SubjectFull: Learning strategies
        Type: general
      – SubjectFull: Group process
        Type: general
      – SubjectFull: Cognition
        Type: general
      – SubjectFull: Cooperativeness
        Type: general
      – SubjectFull: Finland
        Type: general
    Titles:
      – TitleFull: Investigating peer influence on collaborative group members' motivation through the lens of socially shared regulation of learning.
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Järvenoja, Hanna
      – PersonEntity:
          Name:
            NameFull: Törmänen, Tiina
      – PersonEntity:
          Name:
            NameFull: Lehtoaho, Emma
      – PersonEntity:
          Name:
            NameFull: Turunen, Marjo
      – PersonEntity:
          Name:
            NameFull: Suoraniemi, Jasmiina
      – PersonEntity:
          Name:
            NameFull: Edwards, Justin
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 12
              Text: Dec2025
              Type: published
              Y: 2025
          Identifiers:
            – Type: issn-print
              Value: 00070998
          Numbering:
            – Type: volume
              Value: 95
            – Type: issue
              Value: 4
          Titles:
            – TitleFull: British Journal of Educational Psychology
              Type: main
ResultId 1