This study was motivated by the need to clarify how different forms of regulatory scaffolding function in collaborative problem solving (CPS), particularly given the limited and inconsistent evidence regarding their effects on processes and outcomes. Accordingly, this study aimed to examine how self-regulated learning (SRL) scaffolding and socially shared regulation of learning (SSRL) scaffolding differentially shape collaborative problem solving processes and outcomes. Eighty-nine pre-service teachers participated in a three-week collaborative task under one of three conditions: no scaffolding, SRL scaffolding, or SSRL scaffolding. With respect to collaborative processes, learners in the SSRL scaffolding condition reported higher levels of SSRL than those in the SRL condition, while differences in SRL were also observed across conditions. In addition, group conflict was significantly lower in the SSRL scaffolding condition, whereas no differences were found across conditions in learner participation. Regarding outcomes, no significant differences were found across conditions in either group performance or learning outcomes. Qualitative analyses further showed that, across all conditions, regulatory activity was primarily focused on coordinating and integrating individually produced contributions, with limited evidence of shared cognitive regulation. Overall, the findings illustrate the functional differentiation of SRL and SSRL as complementary forms of regulatory support and underscore the importance of aligning scaffolding design with the specific regulatory demands embedded in collaborative tasks. 

Keywords : Collaborative problem solving, Self-regulated learning, Socially shared regulation of learning, Regulatory scaffolding