Abstract
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.
Published Version
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