Table 1.
The selected studies’ characteristics, including the author, demographic, aim, and design.
| Author | Study Design | Aim | Sample |
|---|---|---|---|
| Kupers et al. (2015) | Mixed-method | Address the co-regulation of student autonomy | 38 music students and 8 teachers. Teachers have between 15–46 years of teaching experience |
| Heritage (2018) | Qualitative | Analyze classroom interactions to obtain evidence of learning to demonstrate that self-regulation is supported through a temporary process of co-regulation between teacher and student in the context of assessment of learning | Students from first and second grade combination class (students aged six to eight) and their teachers |
| Zhang and Wu (2020). | Mixed-method | This study explores the influence of students’ self-regulatory capacity on the socially shared regulation of learning while collaborating on a data-driven research project | 58 undergraduate students |
| Hogenkamp et al. (2021) | Mixed-method | This study investigates how SSRL manifests itself during cooperative learning using a theory-based approach to identify the prerequisites and consequences of effective SSRL | 104 fourth, fifth, and sixth-grade elementary school students |
| Tao and Zhang (2021) | Mixed-method | Investigate how students and teacher co-organize and sustain didactive activities | 43 students of a Grade 5 classroom and their teachers |
| Quackenbush and Bol (2020) | Mixed-method | Analyze what kinds of teacher behaviors prompt self-regulated learning in students and what kinds of socially-shared regulated learning strategies students use in teams | Participants included 6th to 8th-graders. Classes ranged from 12 to 25 students. Subject areas were mathematics, geometry, and algebra. Two teachers included: Ms. B has 20 years of experience, and Ms. R has 3 years of experience |
| Li et al. (2022) | Quantitative | This study explores the role of socially shared regulation on computational thinking performance in cooperative learning | 94 Chinese middle school students aged between 16 and 18 years |
| Erdogan (2018) | Quantitative | The aim of this study is to analyze the relationship between students’ self-regulation and their language learning strategies | 860 higher education students |
| Järvenoja et al. (2019) | Quantitative | This study explores how the negative socio-emotional interactions of groups and the related regulation of emotions during a collaborative physics assignment are interconnected with the individual emotional experiences of students | 62 higher education students |
| Zakiah and Fajriadi (2020) | Quantitative | Obtain information on the self-regulated learning of new students in the teaching of mathematics based on the social cognitive perspective | 116 high school students |
| Lobczowski et al. (2020) | Qualitative | Explore how social regulation of learning, scientific argumentation discourse, and socio-emotional interactions occurred and interacted with one another within episodes of collaborative inquiry and discourse | 13 high school physics students (grades 10–12) and teachers |
| Fitriyana et al. (2021) | Mixed-method | Investigate the influences of hybrid learning with videoconferencing and the chemistry android game (chemondro-game) on self-efficacy, self-regulated learning, and chemistry achievement | 143 Indonesian eleventh-grade students |
| Sobocinski et al. (2022) | Mixed-method | How small-scale adaptation (exercising metacognition in the moment) emerges while through monitoring in a collaborative learning settings | 12 high school physics students aged 16–17 years |
| Zheng et al. (2021) | Mixed-mehod | This study aims to provide a personalized intervention for each group participating in collaborative computer-aided learning. | 66 college students |
| Yoon et al. (2021). | Quantitative | Design supports to promote self-regulated learning in flipped classrooms | 45 university students |
| Ito and Umemoto (2022). | Mixed-method | Examines socially shared regulatory processes in peer mentoring. The participants comprise 22 teacher-candidate college students assigned to 11 peer mentoring pairs | 22 university students |