Katso julkaisut myös: Mendeley, ResearchGate ja Google Scholar



Dindar, M., Alikhani, I., Malmberg, J., Järvelä, S., & Seppänen, T. (2019). Examining shared monitoring in collaborative learning: A case of a recurrence quantification analysis approach. Computers in Human Behavior, 100, 335-344. https://doi.org/10.1016/j.chb.2019.03.004

Isohätälä, J., Näykki, P., & Järvelä, S. (2019). Convergences of Joint, Positive Interactions and Regulation in Collaborative Learning. Small Group Research. https://doi.org/10.1177/1046496419867760

Isohätälä, J., Näykki, P., & Järvelä, S. (2019). Cognitive and Socio-Emotional Interaction in Collaborative Learning: Exploring Fluctuations in Students’ Participation. Scandinavian Journal of Educational Research. https://doi.org/10.1080/00313831.2019.1623310

Järvenoja, H., Näykki, P., & Törmänen, T. (2019). Emotional regulation in collaborative learning: when do higher education students activate group level regulation in the face of challenges? Studies in Higher Education. https://doi.org/10.1080/03075079.2019.1665318

Järvenoja, H., Malmberg, J., Järvelä, S., Näykki, P., & Kontturi, H. (2019). Investigating students’ situation-specific emotional state and motivational goals during a learning project within one primary school classroom. Learning: Research and Practice, 5(1), 4-23. https://doi.org/10.1080/23735082.2018.1554821

Malmberg, J., Järvelä, S., Holappa, J., Haataja, E., Huang, X., & Siipo, A. (2019). Going beyond what is visible: What multichannel data can reveal about interaction in the context of collaborative learning? Computers in Human Behavior, 96, 235-245. https://doi.org/10.1016/j.chb.2018.06.030

Näykki, P., Ahonen, A.K., Järvenoja, H., & Pyhältö, K. (2019). Student teachers’ feelings of anxiety and exhaustion: can self-regulated learning skills function as an antidote? Educational Research and Evaluation, 24(8). https://doi.org/10.1080/13803611.2019.1601571

Pijeira-Díaz, H.J., Drachsler, H., Järvelä, S., & Kirschner, P.A. (2019). Sympathetic arousal commonalities and arousal contagion during collaborative learning: How attuned are triad members? Computers in Human Behavior, 92, 188-197. https://doi.org/10.1016/j.chb.2018.11.008

Vuopala, E., Näykki, P., Isohätälä, J., & Järvelä, S. (2019). Knowledge co-construction activities and task-related monitoring in scripted collaborative learning. Learning, Culture and Social Interaction¸ 21, 234-249. https://doi.org/10.1016/j.lcsi.2019.03.011


Haataja, E., Malmberg, J., & Järvelä, S. (2018). Monitoring in collaborative learning: Co-occurrence of observed behavior and physiological synchrony explored. Computers in Human Behavior, 87, 337-347. https://doi.org/10.1016/j.chb.2018.06.007

Hadwin, A., Järvelä, S., & Miller, M. (2018). Self-regulation, co-regulation, and shared regulation in collaborative learning environments. In D. H. Schunk & J. A. Greene (Eds.), Educational psychology handbook series. Handbook of self-regulation of learning and performance (pp. 83-106). New York, NY, US: Routledge/Taylor & Francis Group.

Isohätälä, J., Näykki, P., Järvelä, S., & Baker, M. (2018). Striking a balance: Socio-emotional processes during argumentation in collaborative learning interaction. Learning, Culture and Social interaction, 16, 1-19.

Järvelä, S., Hadwin, A., Malmberg, J., & Miller, M. (2018). Contemporary perspectives of regulated learning in collaboration. International handbook of the learning sciences, 127-136.

Järvelä, S., Malmberg, J., Haataja, E., Sobocinski, M., Kirschner, P. A., (2018). What multimodal data can tell us about the students’ regulation of their learning process? Learning and Instruction.

Järvenoja, H., Järvelä, S., Törmänen, T., Näykki, P., Malmberg, J., Kurki, K., Mykkänen, A., & Isohätälä, J. (2018). Capturing Motivation and Emotion Regulation during a Learning Process. Frontline Learning Research, 6(3), 85-104.

Koivuniemi, M., Järvenoja, H., & Järvelä, S. (2018). Teacher education students' strategic activities in challenging collaborative learning situations. Learning, Culture and Social Interaction¸ 19, 109-123. https://doi.org/10.1016/j.lcsi.2018.05.002

Pijeira-Díaz, H.J., Drachsler, H., Kirschner, P.A., & Järvelä, S. (2018). Profiling sympathetic arousal in a physics course: How active are students? Journal of Computer Assisted Learning. https://doi.org/10.1111/jcal.12271


Isohätälä, J., Järvenoja, H., & Järvelä, S. (2017). Socially shared regulation of learning and participation in social interaction in collaborative learning. International Journal of Educational Research, 81, 11–24. https://doi.org/10.1016/j.ijer.2016.10.006

Järvenoja, H., Järvelä, S., & Malmberg, J. (2017). Supporting groups’ emotion and motivation regulation during collaborative learning. Learning and Instruction. https://doi.org/10.1016/j.learninstruc.2017.11.004

Koivuniemi, M., Panadero, E., Malmberg, J., & Järvelä, S. (2017). Higher education students’ learning challenges and regulatory skills in different learning situations. Infancia y Aprendizaje, 1-37. https://doi:10.1080/02103702.2016.1272874

Kurki, K., Järvenoja, H,. Järvelä, S., & Mykkänen, A. (2017). Young children’s use of emotion and behaviour regulation strategies in socio-emotionally challenging day-care situations. Early Childhood Research Quarterly, 41, 50-62. https://doi.org/10.1016/j.ecresq.2017.06.002

Malmberg, J., Järvelä, S. & Järvenoja, H. (2017). Capturing temporal and sequential patterns of self-, co-, and socially shared regulation in the context of collaborative learning. Contemporary Educational Psychology, 49, 160-174.

Näykki, P., Isohätälä, J., Järvelä, S., Pöysä-Tarhonen, J., & Häkkinen, P. (2017). Facilitating socio-cognitive and socio-emotional monitoring in collaborative learning with a regulation macro script – an exploratory study. International Journal of Computer-Supported Collaborative Learning, 12(3), 251-279. https://doi.org/10.1007/s11412-017-9259-5

Näykki, P., Järvenoja, H., Järvelä, S., & Kirschner, P. (2017). Monitoring makes a difference - Quality and temporal variation in teacher education students’ collaborative learning. Scandinavian Journal of Educational Research, 61(1), 31-46. https://doi.org/10.1080/00313831.2015.1066440

Sobocinski, M., Malmberg, J., & Järvelä, S. (2017). Exploring temporal sequences of regulatory phases and associated interactions in low-and high-challenge collaborative learning sessions. Metacognition and Learning, 12(2), 275-294.


Häkkinen, P., Järvelä, S., Mäkitalo-Siegl, K., Ahonen, A., Näykki, P., & Valtonen, T. (2016). Preparing teacher students for 21st century learning practices (PREP 21): A framework for enhancing collaborative problem solving and strategic learning skills. Teachers and Teaching: Theory and Practice.

Järvelä, S., Kirschner, P. A., Hadwin, A., Järvenoja, H., Malmberg, J., Miller, M.,  Laru, J., (2016). Socially shared regulation of learning in CSCL: Understanding and prompting individual- and group-level shared regulatory activities. International Journal of Computer-Supported Collaborative Learning, 11(3), 263-280.

Järvelä, S., Järvenoja, H., & Malmberg, J., IsoHätälä, J., & Sobocinski, M. (2016). How do types of interaction and phases of self-regulated learning set a stage for collaborative engagement? Learning and Instruction, 42. https://doi.org/10.1016/j.learninstruc.2015.10.006

Järvelä, S., Malmberg, J., & Koivuniemi, M. (2016). Recognizing socially shared regulation by using the temporal sequences of online chat and logs in CSCL. Learning and Instruction, 42, 1-11.

Kurki, K., Järvenoja, H., Järvelä, S., Mykkänen, A. (2016). How teachers co-regulate children's emotions and behaviour in socio-emotionally challenging day-care settings. International Journal of Educational Research, 76, 76-88. https://doi.org/10.1016/j.ijer.2016.02.002

Vuopala, E., Hyvönen, P., & Järvelä, S. (2016). Interaction forms in successful collaborative learning in virtual learning environments. Active Learning in Higher Education, 17(1), 25-38.


Järvelä, S., Malmberg, J. & Koivuniemi, M. (2016). Recognizing socially shared regulation by using the temporal sequences of online chat and logs in CSCL. Learning and Instruction, 1-11. https://doi.org/10.1016/j.learninstruc.2015.10.006

Järvenoja, H., Järvelä, S., & Malmberg, J. (2015). Understanding Regulated Learning in Situative and Contextual Frameworks. Educational Psychologist, 5(3), 204-219.

Laru, J., Näykki, P., & Järvelä, S. (2015). Four Stages of Research on the Educational Use of Ubiquitous Computing. Learning Technologies, IEEE Transactions, 8(1), 69-82.

Malmberg, J., Järvelä, S., Järvenoja, H., & Panadero, E. (2015). Promoting socially shared regulation of learning in CSCL: Progress of socially shared regulation among high- and low-performing groups. Computers and Human Behavior.

Mykkänen, A., Perry, N., Järvelä, S. (2015) Finnish students’ reasons for their achievement in classroom activities: focus on features that support self-regulated learning. International Journal of Primary, Elementary and Early Years Education. https//doi.org/10.1080/03004279.2015.1025802

Näykki, P., Pöysä-Tarhonen, J., Järvelä, S., & Häkkinen, P. (2015). Enhancing teacher education students’ collaborative problem solving and shared regulation of learning. In O. Lindwall, P. Häkkinen, T., Koschmann, P. Tchounikine & S. Ludvigsen (Eds.), Exploring the Material Conditions of Learning: The Computer Supported Collaborative Learning (CSCL) Conference 2015, Volume 2 (pp. 514-517). Gothenburg, Sweden: The International Society of the Learning Sciences.


Hyvönen, P., Kronqvist E., Järvelä, S., Määttä, E., Mykkänen, A., Kurki, K. (2014). Interactive and child-centered methods for investigating efficacious agency of children. Journal of Early Childhood Education Research, 3(1), 82-107.

Järvelä, S., Kirschner, P. A., Panadero, E., Malmberg, J., Phielix, C., Jaspers, J., Koivuniemi, M. & Järvenoja, H. (2014).Enhancing Socially Shared Regulation in Learning Groups – Designing for CSCL Regulation Tools. Educational Technology Research and Development. Available: http://link.springer.com/article/10.1007/s11423-014-9358-1

Kurki, K., Järvelä, S., Mykkänen, A., Määttä, E. (2014). Investigating children's emotion regulation in socio-emotionally challenging classroom situations. Early Child Development and Care. DOI:10.1080/03004430.2014.988710

Malmberg, J., Järvelä, S. & Kirschner, P. (2014). Elementary school students’ strategic learning: does task-type matter? Metacognition and Learning, 9, 2, 113-136

Molenaar, I. & Järvelä, S. (2014). Sequential and temporal characteristics of self and socially regulated learning, Metacognition and Learning, 9, 2, 75-85

Näykki, P., Järvelä, S., Kirscher, P., & Järvenoja, H. (2014). Socio-emotional conflict in collaborative learning – A process-oriented case study in a higher education context. International Journal of Educational Research 68: 1–14.


Järvelä, S. & Hadwin, A. (2013). New Frontiers: Regulating learning in CSCL. Educational Psychologist, 48(1), 25-39. DOI:10.1080/00461520.2012.74800

Järvelä, S., Järvenoja, H. & Näykki, P. (2013). Analyzing regulation of motivation as an individual and social process: A situated approach. In S. Volet and M. Vauras (eds.), Interpersonal regulation of learning and motivation – Methodological advances. London: Routledge, pp. 170-187.

Malmberg, J., Järvenoja, H., & Järvelä, S (2013). Patterns in elementary school students′ strategic actions in varying learning situations. Instructional Science, 41(5), 933-954. 10.1007/s11251-012-9262-1 

Mykkänen, A., Kronqvist, E-L., & Järvelä, S. (2013). Trajectories of resilience during dyadic task performance among 6-7 year old children. European Early Childhood Education Research Journal.


Järvelä, S., Järvenoja, H. & Malmberg, J. (2012). How elementary school students’ motivation is connected to self-regulation? Educational Research and Evaluation, 18(1), 65-84.

Järvenoja, H., Volet, S. & Järvelä, S., (2012). Regulation of emotions in socially challenging learning situations: An instrument to measure the adaptive and social nature of the regulation process. Educational Psychology, 33 (1), 1-28. DOI:10.1080/01443410.2012.742334

Laru, J., Näykki, P. & Järvelä, S. (2012). Supporting small-group learning with use of multiple Web 2.0 tools in blended learning setting: A case study with learning sciences students. The Internet and Higher Education, 15, 29-38.

Määttä, E., Järvenoja, H., & Järvelä, S. (2012). Triggers of students efficacious interaction in collaborative groups. Small Group Research, 43(4), 497–522.

Mykkänen, A., Kronqvist, E-L., & Järvelä, S. (2012, accepted). Trajectories of resilience during dyadic task performance among 6-7 year old children. European Early Childhood Education Research Journal.

Parghman, T., Järvelä, S. & Milrad, M. (2012, accepted). Designing Nordic Technology-Enhanced Learning. The Internet and Higher Education.

Romero, M., Hyvönen, P., & Barberà, E. (2012). Creativity in collaborative learning across the life span.Creative Education, 3(4), 422-429. DOI:10.4236/ce.2012.34066


Bluemink, J. & Järvelä, S. (2011). Elements of collaborative discussion and shared problem-solving in a voice-enhanced multiplayer game. Journal of Interactive Learning Research, 22(1), 21-49.

Hadwin, A. & Järvelä, S. (2011). Social aspects of self-regulated learning: Where social and self meet in the strategic regulation of learning. Teachers College Records, 113(2), 235-239.

Hyvönen, P. (2011).  Play in the school context? The perspectives of Finnish teachers. Australian Journal of Teacher Education, 36(8), 64-83.

Järvelä, S. & Järvenoja, H. (2011). Socially constructed self-regulated learning in collaborative learning groups. Teachers College Records, 113(2), 350-374.

Järvela, S., & Hadwin A. (2011). Introduction to a Special Issue on Social Aspects of Self-Regulated Learning: Where Social and Self Meet in the Strategic Regulation. Teachers College Record, 113(2).

Malmberg, J., Järvenoja, H. & Järvelä, S. (2011). How elementary school students’ regulation of motivation is connected to self-regulation. Educational Research and Evaluation, 18 (1), 65-84.


Bluemink, J., Hämäläinen, R., Manninen, T., & Järvelä, S. (2010). Group-level analysis on multiplayer-game collaboration: How do the individuals shape the group interaction? Journal of Interactive Learning Environments, 18(4), 365-383.

Järvelä, S. (2010). How does help seeking help? – New prospects in a variety of contexts. Learning and Instruction, 21, 297-299.

Järvelä, S., Volet, S. & Järvenoja, H.  (2010). Research on Motivation in Collaborative Learning: Moving beyond the cognitive-situative divide and combining individual and social processes. Educational Psychologist, 45(1), 15-27.

Laru, J., Järvelä, S., Clariana, R. (2010). Supporting collaborative inquiry during a biology field trip with ubiquitous tools for learning. A case study with K-12 learners. Interactive Learning Environments, doi:10.1080/10494821003771350

Malmberg, J., Järvenoja, H. & Järvelä, S. (2010). Tracing elementary school students’ study tactic use in gStudy by examing a strategic and self-regulated learning. Computers in Human Behavior, 26(5), 1034-1042.


Bluemink, J., Hämäläinen R., Manninen T., & Jarvela S. (2009).  Group-level analysis on multiplayer game collaboration: how do the individuals shape the group interaction?. Interactive Learning Environments, 18(4), 365-383. DOI:10.1080/10494820802602444

Hakkarainen, P., Hyvönen P., Luksua T., & Leinonen O. (2009).  Ikääntyneet mukaan mediakasvatukseen [Involving elderly people in media education]. Aikuiskasvatus, 1, 44–51.

Hurme, T-R., Merenluoto, K. & Järvelä, S (2009). Socially shared metacognition and feeling of difficulty in the process of mathematical problem solving in CSCL context. Journal of Educational Research and Evaluation, 15, 503–524.

Järvenoja, H., & Järvelä, S. (2009). Emotion control in collaborative learning situations - Do students regulate emotions evoked from social challenges? British Journal of Educational Psychology, 79(3), 463-481

Malmberg, J. & Järvenoja, H. & Järvelä, S. (2009). Miten oppimisen strategiat näyttäytyvät itsesäätöisessä oppimisessa. Kasvatus (3), 244-257.


Gläezer-Ziguda, M. & Järvelä, S. (2008).Application of qualitative and quantitative methods to enrich understanding of emotional and motivational aspects of learning. International Journal of Educational Research, 47(1) 79-83.

Hyvönen, P. (2008).  Boys’ and girls’ shared activities in the school context: Towards a theory of collaborative play. Teachers and Teaching: Theory and Practice, 14(5-6), 391 - 409.

Hyvönen, P. (2008).  Teachers' Perceptions of Boys' and Girls' Shared Activities in the School Context: Towards a Theory of Collaborative Play. Teachers and Teaching: Theory and Practice, 14(5), 391 - 409.

Järvelä, S., Järvenoja, H., Veermans, M. (2008).  Understanding dynamics of motivation in socially shared learning. International Journal of Educational Research, 47(1), 122-135.

Järvelä, S., Veermans, M. & Leinonen, P. (2008). Investigating students’ engagement in a computer-supported inquiry - a process-oriented analysis. Social Psychology in Education, 11, 299–322.

Laru, J. & Järvelä, S. (2008) Social patterns in mobile technology mediated collaboration among members of the professional distance education community. Educational Media International Journal, 45(1), 17-3.

Leinonen, P., & Bluemink J. (2008).  The distributed team members' explanations of knowledge they assume to be shared. Journal of Workplace Learning, 20(11366-5626), 38 - 53.

Näykki, P., & Järvelä S. (2008).  How Pictorial Knowledge Representations Mediate Collaborative Knowledge Construction in Groups. Journal of Research on Technology in Education,  40(3), 359 - 387.


Järvelä, S., Näykki, P., Laru, J., & Luokkanen, T. (2007). Structuring and Regulating Collaborative Learning in Higher Education with Wireless Networks and Mobile Tools. In M. Milrad & P. Flensburg (eds.). Special Issue: Current Approaches to Network Based Learning in Scandinavia. Journal of Educational Technology & Society, 10 (4), pp. 71-79.


Kirjat ja kirjankappaleet

Baker, M., Andriessen, J. & Järvelä, S. (2013) (Eds.). Affective learning together. Social and Emotional dimension of collaborative learning. Routledge.

Järvenoja, H. & Järvelä, S (2013). Regulating emotions together. In M. Baker, J. Andriessen & S. Järvelä (Eds.). Affective learning together. Social and emotional dimensions of collaborative learning. Routledge.

Järvelä, S., Järvenoja, H. & Näykki, P. (2012, in press). Analyzing regulation of motivation as an individual and social process – a situated approach. A chapter to be published in M. Vauras & S. Volet (Eds.). Interpersonal Regulation of Learning and Motivation: Methodological Advances. Routledge.

Hadwin, A., Järvelä, S. & Miller, M. (2011) Self-regulated, co-regulated, and socially shared regulation of learning. In B. Zimmerman & D. Schunk (Eds.). Handbook of Self-Regulation of Learning and Performance, pp. 65-84. New York: Routledge.

Järvelä, S. (2011). Socioemotional aspects of learning. Encyclopedia of science of learning. Norbert Seel (Ed.), Encyclopedia of the Sciences of Learning. Springer. DOI 10.1007/978-1-4419-1428-6

Järvelä, S., Hurme, T-R & Järvenoja, H. (2011). Self-regulation and motivation in computer supported collaborative learning environments (pp. 330-345). In Ludvigsen, S., Lund, A., Rasmussen, I. & Säljö, R. (Eds.). Learning across sites. New tools, infrastructures and practices. Oxford: Routledge.

Järvelä, S., Järvenoja, H., Simojoki, K., Kotkaranta, S. & Suominen, R. (2011). Miten opettajat ja oppilaat käyttävät teknologiaa koulun arjessa – oppimisteoreettinen arviointi. Teoksessa OPTEK- Opetusteknologia koulun arjessa.

Hujala, E., Helenius A., & Hyvönen P. (2010). Play for learning and transition to school. (M. Ebbeck, M. Waniganayake, Ed.). Children’s play in early childhood education: Facilitating learning in diverse contexts, pp. 89–102.

Hyvönen, P., & Kangas M. (2010).  Children as experts in designing play environment. (E-L Kronqvist, Hyvönen, P., Ed.). Insights and outlouds: Childhood research in the North, pp. 143-170.

Järvelä S (2010), Socioemotional Aspects of Technology-Supported Learning. In: Penelope Peterson, Eva Baker, Barry McGaw, (Editors), International Encyclopedia of Education, Vol. 6, pp. 718-723. Oxford: Elsevier.

Dillenbourg, P., Järvelä, S., & Fischer, F. (2009). The evolution of research on computer-supported collaborative learning: from design to orchestration. In Technology-Enhanced Learning. Principles and products (pp. 3-19). Edited by N. Balacheff, S. Ludvigsen, T. de Jong, T., A. Lazonder & S. Barnes. Springer. Encyclopedia of Education, Vol. 6, pp. 718-723. Oxford: Elsevier.



Viimeksi päivitetty: 23.9.2019