Co-regulation in collaborative learning: Grounded in achievement goal theory

Abstract

This paper examines the relationship between achievement goal orientation and co-regulation. Co-regulation, a concept that has been expanded from self-regulation, describes diverse types of individual- and group-level regulation in collaborative learning. Relationships between three achievement goal orientations (mastery, performance-approach, and performance-avoidance) and two individual-level co-regulation factors (self-regulation in collaborative learning and other-regulation) were hypothesized and examined via structural equation modeling (N = 410). The results demonstrate that mastery goal orientation positively affected both self-regulation in collaborative learning and other-regulation, while performance-approach and avoidance goal orientation had no significant regression path to both self-regulation in collaborative learning and other-regulation. The results showed that mastery goal orientation plays a predominant, positive role when learners regulate themselves as well as others in collaboration.