The interplay between self- and social regulation in teams

Research has suggested that the regulation of learning processes in teams is a key factor in enhancing team and organizational innovativeness. The present study explores the different combinations of (self- and social) regulatory processes that take place during team work and how teams differ in the quality of these regulation processes. We investigated the regulation processes of 10 teacher teams from one Dutch university that are implementing a new curriculum. Observations of team meetings were used to measure the interaction between self- and social regulated learning of team members in the context of a university curriculum innovation. The poster will display an adequate and valid analysis tool with which the performance of teams can be explained based on the occurrence of different types and combinations of regulation processes during team meetings. This will be illustrated with empirical evidence. In addition, the results will show whether the expected occurrence of the four types of regulation activities (ignored, accepted, shared, and co-constructed) is reflected by the data