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Our results showed that students who used interactive socioemotional or regulated constructive patterns were more productive in terms of cognitive and knowledge productivity. Explicit group regulation was infrequent and emerged in response to challenges, questions, or disagreements, often with teacher support. Most groups settled into stable regulatory patterns early on, with limited change over time, and transitions\u2014when they occurred\u2014were usually between similar patterns. Our results also suggest that regulation does not naturally improve with time alone, underscoring the importance of early, targeted instructional support to foster more productive regulatory approaches.<\/jats:p>","DOI":"10.1007\/s11412-025-09464-5","type":"journal-article","created":{"date-parts":[[2026,2,19]],"date-time":"2026-02-19T08:43:18Z","timestamp":1771490598000},"page":"237-270","update-policy":"https:\/\/doi.org\/10.1007\/springer_crossmark_policy","source":"Crossref","is-referenced-by-count":1,"title":["A temporal network approach to reveal the longitudinal dynamics of CSCL group regulation and productive collaboration"],"prefix":"10.1007","volume":"21","author":[{"ORCID":"https:\/\/orcid.org\/0000-0001-5881-3109","authenticated-orcid":false,"given":"Mohammed","family":"Saqr","sequence":"first","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Sonsoles","family":"L\u00f3pez-Pernas","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Tiina","family":"T\u00f6rm\u00e4nen","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"297","published-online":{"date-parts":[[2026,2,19]]},"reference":[{"issue":"3","key":"9464_CR1","doi-asserted-by":"publisher","first-page":"873","DOI":"10.3758\/s13428-012-0306-x","volume":"45","author":"J Arnau","year":"2013","unstructured":"Arnau, J., Bendayan, R., Blanca, M. 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