From Me to We: The Pivotal Role of Self‐Determination Profiles in Cooperative Learning

ABSTRACT This study aims to identify different latent profiles based on psychological needs and examine their moderating role in the link between self‐regulation and cooperation. The study sample consists of 560 undergraduate students from diverse class levels. The Student Perceptions of Knowledge‐Building scale and the Activity‐Feeling States scale were used. For the latent profiles, autonomy, competence, and relatedness were used, and two significantly different profiles named as The Achievers and The Connectors were determined. The moderation analysis revealed that the Achievers profile significantly moderated the effect of self‐regulation on cooperative learning, while it is insignificant in the Connectors profile. The results highlighted the critical role of self‐regulation on collaborative dynamics, serving as a vital prerequisite for effective group work.