Individuals in a group: Metacognitive and regulatory predictors of learning achievement in collaborative learning

Self-regulated learning theory acknowledges the importance of an individual's metacognitive monitoring and group-level regulation for achievement in collaborative learning. However, very few studies have empirically investigated interplay these factors. This study aimed to investigate how groups' interactions, regulation, individuals' accuracy together predict students' achievement. Thirty groups secondary school students ( n = 94) attended a five-week physics course involving four 90-min lessons. Each lesson included session which solved problems three. After each session, filled out quiz that evaluated their core concepts related lesson. The was video-recorded using 360-degree cameras. First, interaction, co-regulation (CoRL), socially shared (SSRL) during were coded from video data. Second, determined relation quizzes presented at end session. student's assessed with individual written exam. Bayesian multilevel models used analyze nested results showed frequency interaction positively between CoRL moderated by interaction. positive when coupled high interactions but negative under low interactions. In addition, line theory, lower achieved higher frequent group. Due occurrence SSRL, its could not be analyzed. No reliable evidence found. highlighted complex individual-and factors outcomes. • Achievement depends on Metacognitive examined. predicts moderate effects co-regulation. shows