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#9393. Significance of forms and foci of metacognitive regulation in collaborative science learning of less and more successful outcome groups in diverse contexts

November 2026	publication date
Proposal available till	08-06-2025
4 total number of authors per manuscript	0 $

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Journal’s subject area:

Education; Developmental and Educational Psychology;

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Abstract:
This study investigated how metacognitive regulation (MR), especially its forms and foci, was manifested in less and more successful outcome groups’ collaborative science learning in diverse learning contexts. Whilst previous research has shown that different forms and foci of MR exist in collaborative learning, their role in groups’ learning outcomes remains unexplored. Drawing conclusions from different studies has been difficult because these have used different conceptualisations and analytic methods. In the present study, the learning processes of less and more successful outcome groups from three diverse collaborative science learning contexts were scrutinised. The contexts differed in academic level, disciplinary subject, and national culture.
Keywords:
Collaborative learning; Learning context; Learning outcome; Metacognitive regulation; Science learning; Socially shared metacognitive regulation

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