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Volumn , Issue , 2013, Pages 102-124

Understanding quality variation in socially shared regulation: A focus on methodology

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EID: 84906135211     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.4324/9780203117736     Document Type: Chapter
Times cited : (18)

References (15)
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    • Järvenoja, H. and Järvelä, S. (2009). Emotion control in collaborative learning situations: Do students regulate emotions evoked from social challenges?, British Journal of Educational Psychology, 79: 463-81.
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    • Järvenoja, H.1    Järvelä, S.2
  • 5
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    • The role of goal orientation in self-regulated learning
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    • Pintrich, P. R. (2000). The role of goal orientation in self-regulated learning. In M. Boekaerts (ed.), Handbook of Self-Regulation. San Diego, CA: Academic Press, pp. 451-502.
    • (2000) Handbook of Self-Regulation , pp. 451-502
    • Pintrich, P.R.1
  • 6
    • 80054020995 scopus 로고    scopus 로고
    • Socially shared regulation in collaborative groups: An analysis of the interplay between quality of social regulation and group processes
    • Rogat, T. K. and Linnenbrink-Garcia, L. (2011). Socially shared regulation in collaborative groups: An analysis of the interplay between quality of social regulation and group processes, Cognition and Instruction, 29: 375-415.
    • (2011) Cognition and Instruction , vol.29 , pp. 375-415
    • Rogat, T.K.1    Linnenbrink-Garcia, L.2
  • 7
    • 0002294343 scopus 로고
    • The construction of shared knowledge in collaborative problem solving
    • In C. O'Malley (ed.), Berlin, Germany: Springer
    • Roschelle, J. and Teasley, S. (1995). The construction of shared knowledge in collaborative problem solving. In C. O'Malley (ed.), Computer-supported Collaborative Learning. Berlin, Germany: Springer, pp. 69-197.
    • (1995) Computer-supported Collaborative Learning , pp. 69-197
    • Roschelle, J.1    Teasley, S.2
  • 8
    • 24144465636 scopus 로고    scopus 로고
    • Social interaction-What can it tell us about metacognition and coregulation in learning?
    • Salonen, P., Vauras, M., and Efklides, A. (2005). Social interaction-What can it tell us about metacognition and coregulation in learning?, European Psychologist, 10: 199-208.
    • (2005) European Psychologist , vol.10 , pp. 199-208
    • Salonen, P.1    Vauras, M.2    Efklides, A.3
  • 9
    • 3543033455 scopus 로고    scopus 로고
    • Students' strategic actions in computer-supported collaborative learning
    • Salovaara, H. and Järvelä, S. (2003). Students' strategic actions in computer-supported collaborative learning, Learning Environments Research, 6: 267-85.
    • (2003) Learning Environments Research , vol.6 , pp. 267-285
    • Salovaara, H.1    Järvelä, S.2
  • 10
    • 0041530155 scopus 로고    scopus 로고
    • Sharedregulation and motivation of collaborating peers: A case analysis
    • Vauras, M., Iiskala, T., Kajamies, A., Kinnunen, R., and Lehtinen, E. (2003). Sharedregulation and motivation of collaborating peers: A case analysis, Psychologia, 46: 19-37.
    • (2003) Psychologia , vol.46 , pp. 19-37
    • Vauras, M.1    Iiskala, T.2    Kajamies, A.3    Kinnunen, R.4    Lehtinen, E.5
  • 11
    • 1542573472 scopus 로고    scopus 로고
    • Understanding learning and motivation in context: A multidimensional and multi-level cognitive-situative perspective
    • In S. Volet and S. Järvelä (eds), Amsterdam, The Netherlands: Pergamon
    • Volet, S. (2001). Understanding learning and motivation in context: A multidimensional and multi-level cognitive-situative perspective. In S. Volet and S. Järvelä (eds), Motivation in Learning Contexts: Theoretical Advances and Methodological Implications. Amsterdam, The Netherlands: Pergamon, pp. 57-82.
    • (2001) Motivation in Learning Contexts: Theoretical Advances and Methodological Implications , pp. 57-82
    • Volet, S.1
  • 12
    • 58949098783 scopus 로고    scopus 로고
    • High-level co-regulation in collaborative learning: How does it emerge and how is it sustained?
    • Volet, S., Summers, M., and Thurman, J. (2009a). High-level co-regulation in collaborative learning: How does it emerge and how is it sustained?, Learning and Instruction, 19: 128-43.
    • (2009) Learning and Instruction , vol.19 , pp. 128-143
    • Volet, S.1    Summers, M.2    Thurman, J.3
  • 13
    • 74949124561 scopus 로고    scopus 로고
    • Self-and social-regulation in learning contexts: An integrative perspective
    • Volet, S., Vauras, M., and Salonen, P. (2009b). Self-and social-regulation in learning contexts: An integrative perspective, Educational Psychologist, 44: 215-26.
    • (2009) Educational Psychologist , vol.44 , pp. 215-226
    • Volet, S.1    Vauras, M.2    Salonen, P.3
  • 14
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    • Small-group interactions as a source of learning opportunities in second-grade mathematics
    • Yackel, E., Cobb, P., and Wood, T. (1991). Small-group interactions as a source of learning opportunities in second-grade mathematics, Journal for Research in Mathematics Education, 22: 390-408.
    • (1991) Journal for Research in Mathematics Education , vol.22 , pp. 390-408
    • Yackel, E.1    Cobb, P.2    Wood, T.3
  • 15
    • 0002115332 scopus 로고    scopus 로고
    • Attaining self-regulation: A social cognitive perspective
    • In M. Boekaerts, P. Pintrich, and M. Zeidner (eds), San Diego, CA: Academic Press
    • Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. In M. Boekaerts, P. Pintrich, and M. Zeidner (eds), Handbook of Self-Regulation. San Diego, CA: Academic Press, pp. 13-39.
    • (2000) Handbook of Self-Regulation , pp. 13-39
    • Zimmerman, B.J.1


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.