Exploring the level of co-regulation to learning in peer group at university through the lens of individuals´ metacognitive regulation

Collaborating the perspectives of sociocultural and sociocognitive, the regulation of learning in peer group was explored. The links between the interaction at individuals´ level and the co-regulation of learning at group level are built through the lens of individuals´ knowledge and experience in metacognition. Accordingly, a topology of inducing peer members´ characteristic and the possible of models in co-regulation of learning was proposed, and the routes of evolution among different status of regulation in group were discussed.