Socially Shared Regulation and Performance in Group Work on Creativity Tasks: Analyzing Regulation Utterances

This study examined socially shared regulation of learning (SSRL) and motivation processes in a collaborative task that required creativity using the ICT tool mind mapping. Thirty university students formed three groups, collaborating face-to-face to generate creative ideas. The following results were obtained from qualitative quantitative data psychological scales utterance analysis. In middle phase activity, there was significant weak-to-moderate positive correlation between cognition, self-regulation, co-regulation, intrinsic deep level utterances. Moreover, correlations behavioral cognitive engagement, SSRL monitoring modes motivational regulation. Creative performance significantly moderately positively associated with cognition total frequency utterances group. Based on these findings, implications for practice education are discussed perspective learning.