This study explores the role of socially shared regulation on computational thinking performance in cooperative learning. Ninety-four middle school students from China aged between 16 and 18 participated in this study. Forty-six students were in the experimental group, and 48 students were in the control group. Students in the experimental group learned under the socially shared regulation of learning (SSRL) condition, which included planning and goal setting, task and content monitoring, and task and content evaluation. Students in the control group learned in a traditional way. The results showed that the students in the experimental group significantly outperformed their counterparts on the midtest and posttest. Additionally, the learning gain of the experimental group was much better from the pretest to the midtest. Different subgroups in the experimental group had different learning performances, and task monitoring and content monitoring were two important SSRL processes that led to improved computational thinking performance. Our results suggest that SSRL is beneficial for learning computational thinking subjects. Throughout the process of SSRL, different groups have different learning dynamics, and task and content monitoring plays a major role in computational thinking performance.