The present study aims at investigating whether events of socially shared metacognitive regulation (SSMR) differ from each other when comparing their characteristics. These differences are labelled “variations in SSMR”. The study is conducted in a peer tutoring setting at university and includes video data (70 h of video recordings) on the regulation behaviour of thirty students who participated in a semester-long peer tutoring intervention that was directed at knowledge co-construction. In addition to studying variations in SSMR, the current study aims at examining whether individual students’ engagement in variations in SSMR is related to their performance on a knowledge test taken immediately after the peer tutoring intervention. Latent class cluster models were run to explore the presence of variations in SSMR. The trigger for SSMR, the number of students actively involved in SSMR, the level of elaboration during SSMR, and the function of SSMR in the collaborative learning process were included in the model as input parameters. A four-cluster model was selected as the best fitting model that demonstrated statistical significance. The four identified variations of SSMR were labelled as ‘interrogative SSMR’, ‘affirmative SSMR’, ‘interfering SSMR’, and ‘progressive SSMR’. Regression analyses revealed that not all variations in SSMR are equally important for predicting students’ performance. Students’ engagement in interrogative SSMR was significantly positively related to students’ performance on the knowledge test, whereas their engagement in interfering SSMR was negatively related. In contrast, the frequency of students’ involvement in affirmative SSMR or progressive SSMR demonstrated no significant relation with students’ performance. By unravelling the multifaceted character of SSMR, the present study allows to extend and to refine the emerging theory on shared regulation.

中文翻译：

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社会共有的元认知调控的变异及其与大学生表现的关系

本研究旨在调查社会共享的元认知调节（SSMR）事件在比较其特征时是否彼此不同。这些差异标记为“ SSMR的差异”。这项研究是在大学的同伴辅导环境中进行的，包括关于三十名学生为期一学期的同伴辅导干预（针对知识共建）的调节行为的视频数据（70小时的录像）。除了研究SSMR的变化之外，本研究的目的还在于在同伴辅导干预后立即进行的一项知识测验中，检查每个学生参与SSMR的变化是否与他们的表现有关。运行潜在类聚类模型以探索SSMR中变异的存在。SSMR的触发器，模型中包括积极参与SSMR的学生人数，SSMR期间的细化程度以及SSMR在协作学习过程中的功能，作为输入参数。选择了四集群模型作为具有统计意义的最佳拟合模型。识别出的四个SSMR变异标记为“疑问SSMR”，“肯定SSMR”，“干扰SSMR”和“渐进SSMR”。回归分析表明，并非所有的SSMR变异对预测学生的表现都同样重要。学生参与疑问性SSMR与学生在知识测验中的表现显着正相关，而他们参与干扰SSMR的参与则呈负相关。相反，学生参与肯定性SSMR或进行性SSMR的频率与学生的表现没有显着关系。通过揭示SSMR的多面性，本研究可以扩展和完善新兴的共享监管理论。