The DOI matches its Crossref record; 5 of the 5 references it cites were found in a registry or an index.
Socially Shared Regulation in Collaborative Groups: An Analysis of the Interplay Between Quality of Social Regulation and Group Processes
Abstract
This study extends prior research on both individual self-regulation and socially shared regulation during group learning to examine the range and quality of the cognitive and behavioral social regulatory sub-processes employed by six small collaborative groups of upper-elementary students (n = 24). Qualitative analyses were conducted based on videotaped observations of groups across a series of three mathematics tasks. Variation in the quality of social regulation as a function of group processes (positive and negative socioemotional interactions, collaborative and non-collaborative interactions) was also considered. Findings suggested that the synergy among the social regulatory processes of planning, monitoring, and behavioral engagement was important for differentiating quality variation between groups. Positive socioemotional interactions and collaboration also appeared to facilitate higher quality social regulation. Implications for comprehensively supporting high quality social regulation, alongside positive socioemotional interactions and collaboration, in small group contexts are discussed.
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Cites
Zimmerman, B. J. (2000) · Handbook of Self-Regulation · doi:10.1016/b978-012109890-2/50031-7 · Cited by 6,069
Reliability and Predictive Validity of the Motivated Strategies for Learning Questionnaire (Mslq)
Pintrich, P. R., Smith, D. A. F., Garcia, T., & Mckeachie, W. J. (1993) · Educational and Psychological Measurement · doi:10.1177/0013164493053003024 · Cited by 3,646
The Construction of Shared Knowledge in Collaborative Problem Solving.
Roschelle, J., & Teasley, S. D. (1995) · Computer Supported Collaborative Learning · doi:10.1007/978-3-642-85098-1_5 · Cited by 2,274 · cited 2×
“During collaboration, students are likely to negotiate and co-construct meaning, and work toward a shared understanding of the task (Roschelle & Teasley, 1995 ; Yackel, Cobb, & Wood, 1991 ).”
BackgroundMeasuring Self-Regulated Learning
Winne, P. H., & Perry, N. E. (2000) · Handbook of Self-Regulation · doi:10.1016/b978-012109890-2/50045-7 · Cited by 1,383 · cited 1×
“For instance, the inherent social nature of the activity decreases the likelihood of joint attention and on-task behavior (Barron, 2003) and makes sustained productive engagement more challenging (Winne & Perry, 2000).”
BackgroundHigh-level co-regulation in collaborative learning: How does it emerge and how is it sustained?
Volet, S., Summers, M., & Thurman, J. (2009) · Learning and Instruction · doi:10.1016/j.learninstruc.2008.03.001 · Cited by 466
Cited by
New Frontiers: Regulating Learning in CSCL
Järvelä, S., & Hadwin, A. F. (2013) · Educational Psychologist · doi:10.1080/00461520.2012.748006 · Cited by 722
Socially shared regulation of learning: a review.
Panadero, E., & Järvelä, S. (2015) · European Psychologist · doi:10.1027/1016-9040/a000226 · Cited by 355
Järvelä, S., Järvenoja, H., Malmberg, J., Isohätälä, J., & Sobocinski, M. (2016) · Learning and Instruction · doi:10.1016/j.learninstruc.2016.01.005 · Cited by 220
Exploring Socially Shared Regulation in the Context of Collaboration
Järvelä, S., Järvenoja, H., Malmberg, J., & Hadwin, A. F. (2013) · Journal of Cognitive Education and Psychology · doi:10.1891/1945-8959.12.3.267 · Cited by 213
Supporting Groups’ Emotion and Motivation Regulation during Collaborative Learning
Järvenoja, H., Järvelä, S., & Malmberg, J. (2020) · Learning and Instruction · doi:10.1016/j.learninstruc.2017.11.004 · Cited by 194
Zheng, L., Niu, J., Long, M., & Fan, Y. (2023) · British Journal of Educational Technology · doi:10.1111/bjet.13283 · Cited by 49
Metadata
- Authors
- Rogat, T. K., & Linnenbrink-Garcia, L.
- Venue
- Cognition and Instruction
- Publisher
- Informa UK Limited
- Published
- 2011-10
- Volume
- 29
- Issue
- 4
- Pages
- 375-415
- ISSN
- 0737-0008 (ISSN-L)
- 1532-690X
- OpenAlex
- W2023372543
- Cited by
- 306
- References
- 5
- FWCI
- 13.54
- Type
- journal article
- Language
- en
- Open access
- closed
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