Co-regulation in collaborative learning: Grounded in achievement goal theory

Ji Young Lim, Kyu Yon Lim

Research output: Contribution to journalArticlepeer-review

13 Scopus citations


This paper examines the relationship between achievement goal orientation and co-regulation. Co-regulation, a concept that has been expanded from self-regulation, describes diverse types of individual- and group-level regulation in collaborative learning. Relationships between three achievement goal orientations (mastery, performance-approach, and performance-avoidance) and two individual-level co-regulation factors (self-regulation in collaborative learning and other-regulation) were hypothesized and examined via structural equation modeling (N = 410). The results demonstrate that mastery goal orientation positively affected both self-regulation in collaborative learning and other-regulation, while performance-approach and avoidance goal orientation had no significant regression path to both self-regulation in collaborative learning and other-regulation. The results showed that mastery goal orientation plays a predominant, positive role when learners regulate themselves as well as others in collaboration.

Original languageEnglish
Article number101621
JournalInternational Journal of Educational Research
StatePublished - 2020

Bibliographical note

Funding Information:
This work was supported by the Ministry of Education of the Republic of Korea and the National Research Foundation of Korea ( NRF-2017S1A5A2A01025934 ).

Publisher Copyright:
© 2020 Elsevier Ltd


  • Achievement goal orientation
  • Co-regulation
  • Collaborative learning
  • Other-regulation
  • Self-regulation
  • Structural equation modeling


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