What regulation strategies do study groups select during exam preparation, when they are confronted with motivational and comprehension-related problems during collaboration? This question is targeted in the article „Examining the regulation of motivational and comprehension-related problems during collaborative learning” by Nadine Melzner, Markus Dresel and Ingo Kollar, which has just been published in „Metacognition and Learning“. The article can be accessed via https://link.springer.com/article/10.1007/s11409-022-09316-9