作者：刘清堂，马鑫倩*，吴林静，高喻，马思琪

出版刊物：Educational Psychology

出版时间：2025年

内容摘要：

Regulated learning in collaboration involves interactions among self-regulation, co-regulation, and socially shared regulation, yet empirical evidence on how they interact to support collaboration remains scarce. This gap arises because regulated learning is complex, covert, and multilayered, and previous methods have limited capacity to capture such intertwined dynamics. This research employed multilayer network analysis to empirically investigate the multi-level and intertwined characteristics of groups with high and low levels of socially regulated learning, based on multimodal data collected from a series of collaborative activities in China’s higher education. Results showed that high-level groups exhibited: (1) more influential nodes associated with adaptive-level regulation and deep cognitive strategies at three levels; (2)  tightly interconnected and efficient regulation pattern; and (3) homogeneous inter-layer network structure and complementary inter-layer regulation mechanisms. Based on the findings, this research proposed pedagogical implications for supporting regulated collaborative learning, and methodological implications for using MNA to reveal the complex regulated learning mechanisms.

协作中的调节学习涉及自我调节、共同调节和社会共享调节之间的交互，然而关于它们如何相互作用以支持协作的实证证据仍然稀缺。这一空白源于调节学习具有复杂、内隐和多层级的特性，而以往方法在捕捉此类交织动态方面的能力有限。本研究基于在中国高等教育一系列协作活动中收集的多模态数据，采用多层网络分析，实证考察了高、低社会调节学习水平小组的多层级与交织特征。结果表明，高水平小组表现出：（1）在三个层级上更多与适应性调节和深层认知策略相关的有影响力节点；（2）紧密互联且高效的调节模式；（3）同质的层间网络结构和互补的层间调节机制。基于这些发现，本研究提出了支持调节性协作学习的教学启示，以及运用MNA揭示复杂调节学习机制的方法论启示。