Julkaisut Mendeleyssä



Järvelä, S., Järvenoja, H., & Malmberg, J., Iso-Hätälä, J., & Sobocinsky, M. (2016). How do types of interaction and phases of self-regulated learning set a stage for collaborative engagement? Learning and Instruction (42), 1-1. DOI: 10.1016/j.learninstruc.2015.10.006

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. DOI:10.1016/j.ijer.2016.02.002


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 DOI: 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 [special issue].

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. DOI:10.1080/03004279.2015.1025802

Häkkinen, P., Järvelä, S., Mäkitalo-Siegl, K., Ahonen, A., Näykki, P., & Valtonen, T. (In press).
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.

Näykki, P., Järvenoja, H., Järvelä, S., & Kirschner, P. (2015). Monitoring makes a difference - Quality and temporal variation in teacher education students’ collaborative learning. Scandinavian Journal of Educational Research. DOI: 10.1080/00313831.2015.1066440.

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: 22.2.2016