Investigating peer influence on collaborative group members' motivation through the lens of socially shared regulation of learning
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...
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| Vydané v: | British journal of educational psychology Ročník 95; číslo 4; s. 1063 - 1079 |
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| Hlavní autori: | , , , , , |
| Médium: | Journal Article |
| Jazyk: | English |
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England
British Psychological Society
01.12.2025
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| ISSN: | 0007-0998, 2044-8279, 2044-8279 |
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| 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. |
|---|---|
| AbstractList | 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. 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. 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). 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. The participants were 95 secondary school students (13-16 years) performing a collaborative science task in 31 groups. 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. 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. 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. 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).BACKGROUNDSocial 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).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.AIMSThis 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.The participants were 95 secondary school students (13-16 years) performing a collaborative science task in 31 groups.SAMPLEThe participants were 95 secondary school students (13-16 years) performing a collaborative science task in 31 groups.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.METHODSCollaborative 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.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.RESULTSThe 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.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.CONCLUSIONSThis 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. |
| Author | Suoraniemi, Jasmiina Edwards, Justin Törmänen, Tiina Lehtoaho, Emma Turunen, Marjo Järvenoja, Hanna |
| Author_xml | – sequence: 1 givenname: Hanna orcidid: 0000-0003-4816-5392 surname: Järvenoja fullname: Järvenoja, Hanna email: hanna.jarvenoja@oulu.fi organization: University of Oulu – sequence: 2 givenname: Tiina surname: Törmänen fullname: Törmänen, Tiina organization: University of Oulu – sequence: 3 givenname: Emma surname: Lehtoaho fullname: Lehtoaho, Emma organization: University of Oulu – sequence: 4 givenname: Marjo surname: Turunen fullname: Turunen, Marjo organization: University of Oulu – sequence: 5 givenname: Jasmiina surname: Suoraniemi fullname: Suoraniemi, Jasmiina organization: University of Oulu – sequence: 6 givenname: Justin surname: Edwards fullname: Edwards, Justin organization: University of Oulu |
| BackLink | https://www.ncbi.nlm.nih.gov/pubmed/39966963$$D View this record in MEDLINE/PubMed |
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| Keywords | motivation regulation socially shared regulation of learning peer collaborative learning motivation |
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Social context and peers significantly impact students' motivation, especially in collaborative learning settings. However, there is limited... Social context and peers significantly impact students' motivation, especially in collaborative learning settings. However, there is limited evidence on how... Background Social context and peers significantly impact students' motivation, especially in collaborative learning settings. However, there is limited... |
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| Title | Investigating peer influence on collaborative group members' motivation through the lens of socially shared regulation of learning |
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