The relationship between individuals' SRL and groups' SSRL in challenge-based learning

In Challenge-based learning (CBL), students learn by tackling open-ended challenges. They use self-regulating skills as individuals and learn as part of a group. Thus, the concepts of self-regulated learning (SRL) and socially-shared regulation of learning (SSRL) are important. However, existing knowledge about how individual SRL promotes or hinders the occurrence of SSRL is limited. This study explores how individual self-regulation influences a group's SSRL. We conducted a multimethod study in a CBL course for first-year engineering students. Data were collected via weekly individual learning portfolios, in-depth interviews with students, and course observations. Using purposeful sampling, we selected three groups with different profiles of individual SRL and group SSRL for analysis. The results suggest that individual characteristics like intrinsic motivation for CBL, prior experience with similar active-learning pedagogies, preference for multidisciplinary collaboration, and stronger social skills positively influenced groups' SSRL. Theoretical implications, practical recommendations, and future directions for research are discussed.