Conceptual clarification about co-regulation of learning: An integrative review

DOI: https://doi.org/10.24140/issn.1645-7250.rle65.01

Abstract

There has been a lack of conceptual clarification about co-regulation of learning (CRL). Moreover, the use of different terminologies (e.g., social shared regulation, collaborative learning, and shared learning) to refer to CRL is somewhat common, even though they are different concepts. An integrative review was conducted with a predominantly qualitative approach and an exploratory theoretical basis. The goal is to characterize CRL, providing conceptual clarity and understanding. A total of 56 papers that explicitly address the concept of CRL were analyzed and the characteristics of CRL were organized and then grouped according to their response to three guiding questions: What is CRL? How is CRL used? and Why is CRL used? A qualitative content analysis revealed 42 characteristics of CRL. Statistical significance tests were conducted and highlighted the 9 most relevant findings. This study contributes to a conceptual clarification of CRL by defining guidelines that might be useful to drive pedagogical practices and, in final instance, promote self-regulation of learning.

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Author Biographies

Fernanda Cristina Ribeiro Faria, Universidade de Aveiro CIDTFF (Centro de Investigação em Didática e Tecnologia na Formação de Formadores)

Ph.D. student in Education at the University of Aveiro. Holds a Master's degree in Education from the São Paulo State University "Júlio Mesquita," Presidente Prudente campus. Completed an MBA in School Management from ESALQ - USP. Specialized in Assessment of Teaching and Learning at the University of Western São Paulo. Currently working as a Project Manager at an Edtech company. Currently researching the theme of formative assessment, specifically self-regulation and co-regulation of learning.

Daniela Cristina Pedrosa, Instituto Politécnico de Santarém CIDTFF (Centro de Investigação em Didática e Tecnologia na Formação de Formadores); INESC TEC (Instituto de Engenharia de Sistemas e Computadores, Tecnologia e Ciência) e CIEQV (Centro de Investigação Em Qualidade de Vida)

Daniela Pedrosa is Invited Adjunct Professor at Polytechnic Institute of Santarém and is researcher member of Research Centre on Didactics and Technology in the Education of Trainers (CIDTFF-UA).
She was Junior Researcher (CEECIND/00986/2017, with project "Self and Co-regulation in e-Learning of Computer Programming for students and teachers") of CIDTFF)and University of Aveiro (UA).
Conclude in 2021 a Post-Doc at the University of Trás-os-Montes and Alto Douro (UTAD), in Portugal. She coordinates together with the IR and Co-IR the SCReLProg project (PTDC/CED-EDG/30040/2017) that is financially supported by National Funds through FCT - Fundação para a Ciência e a Tecnologia, I.P. She holds a PhD in Science and Technology Didactics at UTAD, specializing in Didactics of Informatics (2017). Her doctoral research project funded by a PhD grant awarded by the Foundation for Science and Technology (FCT), whose theme was "Self-Regulation and Co-Regulation Learning in Higher Education: Strategies Adopted by Computer Programming Students." With several publications in journals, conferences and book chapters, her scientific interest are Self-regulation and Co-regulation of Learning, Immersive Learning, Formative Assessment, Distance Learning, Technology Enhanced Learning, Teaching Training, and research and intervention methodologies. She collaborated in the organization of events (conferences, seminars, workshops).

Betina da Silva Lopes, Universidade de Aveiro CIDTFF (Centro de Investigação em Didática e Tecnologia na Formação de Formadores)

Assistant Teacher at the Department of Education and Psychology from University of Aveiro since 02/2023. Diretor of the master course in teaching biology and geology ate basic and secondary education ministred at the university of aveiro (Portugal).

Finished her Bachelor Degree in Biology & Geology Teaching in 2004 (university of Coimbra). Received the 'Avelar Brotero Award' (student with best graduation in the corresponding school year. Final Classification 17,4 out of 20).
Concluded her Master in Science Education and Communication in 2007, University of Aveiro (Dissertation: Renewable energies in Portugal: contributions for its dissemination in school contexts).
Finished her PhD in Education in november 2013, University of Aveiro (Thesis: Preferential Teaching Approaches and Questioning Approaches in Higher Education).

Secondary Teacher in Natural Sciences, Biology and Geology from 2004 to 2011, 2013 (7th to 12 th grade).
Collaborated in Teacher Training Programs within international cooperation contexts: East timorese Biology Teachers (2011); Angolan Science Teachers (2018; 2019).

Started a Post Doctoral Research in Sept 2015. Title: "Science Education in the context of International Cooperation for Development: recommendations sustained in research."

Member of the editorial Board of the Mauritius Institute of Education Journal of Education (MIE) since 2018 https://portal.mie.ac.mu/mie-journal-of-education/

Author/Co-author of 5 books, 10 book chapters, 16 articles, 32 International Conference papers, 8 Portuguese/Iberian Conference papers, 1 Didatical CD-Rom, 1 scientific panel exposed in a Portuguese Museum (Mira); 2 Technical Consulting Reports related to Education/Teacher Training in the context of International Cooperation (Angola, São Tomé and Príncipe); 3 Technical Consulting Reports on Portuguese Teacher Training.

Published
2025-04-23
How to Cite
Ribeiro Faria, F. C., Pedrosa, D. C., da Silva Lopes, B., & Faria, R. (2025). Conceptual clarification about co-regulation of learning: An integrative review. Revista Lusófona De Educação, 65(65), 11-37. https://doi.org/10.24140/issn.1645-7250.rle65.01
Issue
Vol. 65 No. 65 (2025): Revista Lusófona da Educação
Section
Research paper

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