ArticleThe British journal of educational psychology2025
Investigating peer influence on collaborative group members' motivation through the lens of socially shared regulation of learning.
Article in The British journal of educational psychology, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 3 papers.
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3 citing papers in PubMed.
- Students' willingness to communicate in the foreign language learning classroom: Exploring the roles of classroom support and psychological needs satisfaction.The British journal of educational psychology · 2026Article
- Investigating peer influence on collaborative group members' motivation through the lens of socially shared regulation of learning.The British journal of educational psychology · 2025Article
- Peer relationships and student motivation: Discussion of methodological approaches.The British journal of educational psychology · 2025Article
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6 authors.
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Abstract
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).
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. SAMPLE: The participants were 95 secondary school students (13-16 years) performing a collaborative science task in 31 groups.
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.
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.
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.
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