The DOI matches its Crossref record; 7 of the 7 references it cites were found in a registry or an index.
Socially Constructed Self-Regulated Learning and Motivation Regulation in Collaborative Learning Groups
Abstract
Background/Context: Most of the earlier empirical findings deal with motivation regulation in individual learning situations. This study identifies higher education students’ socially constructed motivation regulation in collaborative learning and stresses that regulation of motivation is crucial in socially self-regulated learning because motivation is constantly shaped and reshaped as the activity unfolds. Purpose of Study: The purpose of the study is to identity higher education students’ socially constructed motivation regulation in collaborative learning This was studied by collecting data about the students’ (N = 16) experiences of situation-specific social challenges in collaborative learning groups and observing what the students do to overcome these challenges. Research Design: The study is a qualitative, multimethod study. Three methods—namely, adaptive instrument, video-tapings, and group interviews—were used to assess the individual- and group-level perspectives on those situations that the students felt were challenging and thus possibly activated joint regulation of motivation. Conclusions: Motivation regulation can be identified as a socially constructed activity, and the importance of regulation of motivation in socially self-regulated learning is discussed.
Overview
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Self-check
Percentages, sums and reported differences re-computed from the paper’s own numbers.
The self-check needs the paper’s full text.
Citations
Cites
Zimmerman, B. J. (2000) · Handbook of Self-Regulation · doi:10.1016/b978-012109890-2/50031-7 · Cited by 6,069
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×
“A third perspective to look at is how the regulation process can be framed in terms of shared cognition and recent research on collaborative learning, which is, in essence, the co-construction of shared understanding (Roschelle & Teasley, 1995).”
BackgroundStudying as Self-Regulated Learning
(1998) · Metacognition in Educational Theory and Practice · doi:10.4324/9781410602350-19 · Cited by 1,589
Measuring 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×
“…as sharing knowledge and maintaining coordinated activity (Roschelle & Teasley, 1995), requires cognitive, motivational, and socioemotional skills that are different from, and often more challenging than, those used in more conventional and well-structured learning situations (Winne & Perry, 2000).”
BackgroundRegulation of motivation: evaluating an underemphasized aspect of self-regulated learning.
Wolters, C. A. (2003) · Educational Psychologist · doi:10.1207/s15326985ep3804_1 · Cited by 975
The Emergence of Abstract Representations in Dyad Problem Solving
Schwartz, D. L. (1995) · Journal of the Learning Sciences · doi:10.1207/s15327809jls0403_3 · Cited by 410
Wolters, C. A., & Rosenthal, H. (2000) · International Journal of Educational Research · doi:10.1016/s0883-0355(00)00051-3 · Cited by 326 · cited 3×
“There are research findings explaining what students might use to regulate motivation and emotion (e.g., Wolters & Rosenthal, 2000), but what is still missing is how students’ actual use of specific strategies for regulating motivation calibrate to their use of strategies (cf. Winne & JamiesonNoel,…”
Background
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
Self-citationSocially shared regulation of learning: a review.
Panadero, E., & Järvelä, S. (2015) · European Psychologist · doi:10.1027/1016-9040/a000226 · Cited by 355
Self-citationExploring 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
Self-citationSupporting 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
Self-citationShi, Y., Frederiksen, C. H., & Muis, K. R. (2013) · Learning and Instruction · doi:10.1016/j.learninstruc.2012.05.007 · Cited by 43
(2013) · ENLIGHTEN (Jurnal Bimbingan dan Konseling Islam) · Cited by 41
A Collaborative Clinical Simulation Model for the Development of Competencies by Medical Students
Guinez-Molinos, S., Martínez-Molina, A., Gomar-Sancho, C., Arias González, V. B., Szyld, D., García Garrido, E., & Maragaño Lizama, P. (2017) · Medical Teacher · doi:10.1080/0142159x.2016.1248913 · Cited by 22
Metadata
- Authors
- Järvelä, S., & Järvenoja, H.
- Venue
- Teachers College Record: The Voice of Scholarship in Education
- Publisher
- SAGE Publications
- Published
- 2011-02
- Volume
- 113
- Issue
- 2
- Pages
- 350-374
- ISSN
- 0040-0475 (ISSN-L)
- 0161-4681
- 1467-9620
- OpenAlex
- W1932361122
- Cited by
- 282
- References
- 7
- FWCI
- 28.36
- Type
- journal article
- Language
- en
- Open access
- closed
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
Data sources
Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
