Collaborative learning has a potential in the development of learner autonomy. However, it is seen that there is a need for studies on the role of group mechanisms in the development of learner autonomy in the collaborative learning process. In this regard, the purpose of this study was to examine the role of group metacognition and self-, co-, and socially shared regulation of motivation in predicting learner autonomy. The study was conducted with 350 university students. Data was analyzed by multinominal logistic regression analysis. The findings showed that planning and monitoring, which are components of metacognition at the group level, affect the autonomy. The findings of this research revealed that planning increases the probability of having a high level of learner autonomy, while tracking reduces the probability of having a low level of autonomy. In addition, it was determined that the regulation of motivation at the individual level affects learner autonomy. However, the effect of self-regulation of intrinsic motivation on the probability having high or low learner autonomy is found to be not significant. In the light of the research findings, suggestions were presented to promote autonomy in collaborative learning environments.

协作学习在发展学习者自主性方面具有潜力。然而，可以看出，有必要研究小组机制在协作学习过程中学习者自主性发展中的作用。在这方面，本研究的目的是检验群体元认知和自我、共同和社会共同的动机调节在预测学习者自主性中的作用。这项研究是在 350 名大学生中进行的。通过多项逻辑回归分析对数据进行分析。研究结果表明，作为群体层面元认知的组成部分的计划和监控会影响自主性。这项研究的结果表明，计划增加了学习者高度自主的可能性，而跟踪降低了具有低水平自治的可能性。此外，还确定了个人层面的动机调节会影响学习者的自主性。然而，发现内在动机的自我调节对具有高或低学习者自主性的概率的影响并不显着。根据研究结果，提出了促进协作学习环境中的自主性的建议。