Collaborative working in primary school: Perceived support and shared regulation

Abstract

Shared regulation is an essential element in collaborative learning and group work, which provides good opportunities for students to develop self-regulation competencies through interaction with others. This study aimed to understand how students perceive shared regulation of learning during group work and how they support each other as a team in the regulation of tasks in solving problems. The data were collected from a sample of 251 participants from 3rd and 4th grade. Results revealed that students identified facilitators and non-facilitators in the shared regulation of tasks. Perceived support emerged as an important factor for shared regulation of tasks. Practical implications as well as limitations of the study are discussed.