How groups regulate their learning: The influence of achievement goals on self-, co- and shared regulation strategies

Abstract

Study groups need to regulate learning on three levels: the self-, the co- and the socially shared level. We investigated how students’ achievement goals are associated with regulation processes within groups. N = 277 students were asked to imagine being part of a group with low prior knowledge and low study motivation and to name regulation strategies they would apply. Results indicated that mastery and performance-approach goals played a positive role in predicting regulatory effort.