| Research on motivation in collaborative learning: Moving beyond the cognitive–situative divide and combining individual and social processes S Järvelä, S Volet, H Järvenoja Educational psychologist 45 (1), 15-27, 2010 | 528 | 2010 |
| Socially constructed self-regulated learning and motivation regulation in collaborative learning groups S Järvelä, H Järvenoja Teachers College Record 113 (2), 350-374, 2011 | 489 | 2011 |
| Enhancing socially shared regulation in collaborative learning groups: Designing for CSCL regulation tools S Järvelä, PA Kirschner, E Panadero, J Malmberg, C Phielix, J Jaspers, ... Educational Technology Research and Development 63, 125-142, 2015 | 473 | 2015 |
| Emotion control in collaborative learning situations: Do students regulate emotions evoked by social challenges H Järvenoja, S Järvelä British Journal of Educational Psychology 79 (3), 463-481, 2009 | 408 | 2009 |
| How students describe the sources of their emotional and motivational experiences during the learning process: A qualitative approach H Järvenoja, S Järvelä Learning and instruction 15 (5), 465-480, 2005 | 292 | 2005 |
| Understanding the dynamics of motivation in socially shared learning S Järvelä, H Järvenoja, M Veermans International Journal of Educational Research 47 (2), 122-135, 2008 | 267 | 2008 |
| Socially shared regulation of learning in CSCL: Understanding and prompting individual-and group-level shared regulatory activities S Järvelä, PA Kirschner, A Hadwin, H Järvenoja, J Malmberg, M Miller, ... International Journal of Computer-Supported Collaborative Learning 11, 263-280, 2016 | 255 | 2016 |
| Capturing temporal and sequential patterns of self-, co-, and socially shared regulation in the context of collaborative learning J Malmberg, S Järvelä, H Järvenoja Contemporary Educational Psychology 49, 160-174, 2017 | 251 | 2017 |
| How do types of interaction and phases of self-regulated learning set a stage for collaborative engagement? S Järvelä, H Järvenoja, J Malmberg, J Isohätälä, M Sobocinski Learning and Instruction 43, 39-51, 2016 | 249 | 2016 |
| Socio-emotional conflict in collaborative learning—A process-oriented case study in a higher education context P Näykki, S Järvelä, PA Kirschner, H Järvenoja International Journal of Educational Research 68, 1-14, 2014 | 248 | 2014 |
| Exploring socially shared regulation in the context of collaboration S Järvelä, H Järvenoja, J Malmberg, AF Hadwin Journal of Cognitive Education and Psychology 12 (3), 267-286, 2013 | 233 | 2013 |
| Regulation of emotions in socially challenging learning situations: An instrument to measure the adaptive and social nature of the regulation process H Järvenoja, S Volet, S Järvelä Educational Psychology 33 (1), 31-58, 2013 | 208 | 2013 |
| Promoting socially shared regulation of learning in CSCL: Progress of socially shared regulation among high-and low-performing groups J Malmberg, S Järvelä, H Järvenoja, E Panadero Computers in Human Behavior 52, 562-572, 2015 | 205 | 2015 |
| Understanding regulated learning in situative and contextual frameworks H Järvenoja, S Järvelä, J Malmberg Educational Psychologist 50 (3), 204-219, 2015 | 187 | 2015 |
| Socially shared regulation of learning and participation in social interaction in collaborative learning J Isohätälä, H Järvenoja, S Järvelä International Journal of Educational Research 81, 11-24, 2017 | 171 | 2017 |
| Supporting groups’ emotion and motivation regulation during collaborative learning H Järvenoja, S Järvelä, J Malmberg Learning and Instruction 70, 101090, 2020 | 166 | 2020 |
| How individual self-regulation affects group regulation and performance: A shared regulation intervention E Panadero, PA Kirschner, S Järvelä, J Malmberg, H Järvenoja Small Group Research 46 (4), 431-454, 2015 | 151 | 2015 |
| Capturing the dynamic and cyclical nature of regulation: Methodological Progress in understanding socially shared regulation in learning S Järvelä, H Järvenoja, J Malmberg International journal of computer-supported collaborative learning 14, 425-441, 2019 | 125 | 2019 |
| Emotional regulation in collaborative learning: When do higher education students activate group level regulation in the face of challenges? H Järvenoja, P Näykki, T Törmänen Studies in Higher Education 44 (10), 1747-1757, 2019 | 113 | 2019 |
| How teachers co-regulate children’s emotions and behaviour in socio-emotionally challenging situations in day-care settings K Kurki, H Järvenoja, S Järvelä, A Mykkänen International Journal of Educational Research 76, 76-88, 2016 | 93 | 2016 |
