摘要
Abstract
With the advancement of core-competency-oriented curriculum reforms and the growing emphasis on collaborative learning practices,the focus of learning regulation research has expanded from individual self-regulation to group-level socially shared regulation.Socially Shared Regulation of Learning(SSRL),as a critical extension of regulation of learning theories,emphasizes the planning,monitoring,and adjustment of learning activities conducted collectively by group members in pursuit of shared goals.It reflects the inherently social and co-constructed nature of learning in collaborative contexts.However,current studies show inconsistencies in the conceptualization of SSRL,with blurred boundaries and interchangeable use of related terms,which has hindered theoretical development and empirical investigation.Building on a systematic review of its academic origins and developmental trajectory,this article analyzes the similarities and distinctions between SSRL and related concepts such as social regulation of learning,co-regulated learning,socially shared metacognitive regulation,cooperative learning,collaborative learning,and collaborative problem solving.By clarifying the core connotations and boundaries of SSRL,this study aims to provide a clear conceptual foundation for future theoretical advancement,competency assessment,and practical applications of socially shared regulation of learning.关键词
共享调节学习/调节学习/协作学习/理论研究Key words
socially shared regulation of learning/regulation of learning/collaborative learning/theoretical research分类
社会科学
