-
2
-
-
68249155334
-
Emotion control in collaborative learning situations: Do students regulate emotions evoked from social challenges?
-
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.
-
(2009)
British Journal of Educational Psychology
, vol.79
, pp. 463-481
-
-
Järvenoja, H.1
Järvelä, S.2
-
3
-
-
78650548839
-
Affect and engagement during small group instruction
-
Linnenbrink-Garcia, L., Rogat, T. K., and Koskey, K. L. (2011). Affect and engagement during small group instruction, Contemporary Educational Psychology, 36: 13-24.
-
(2011)
Contemporary Educational Psychology
, vol.36
, pp. 13-24
-
-
Linnenbrink-Garcia, L.1
Rogat, T.K.2
Koskey, K.L.3
-
5
-
-
0000931132
-
The role of goal orientation in self-regulated learning
-
In M. Boekaerts (ed.), San Diego, CA: Academic Press
-
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
-
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
-
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
-
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
-
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
-
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
-
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
-
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
-
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
-
-
0000847745
-
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
-
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
|