메뉴 건너뛰기




Volumn 42, Issue 6, 2014, Pages 879-904

Other-regulation in collaborative groups: implications for regulation quality

Author keywords

Collaborative learning; Group work; Inquiry based science; Social regulation; Socially shared regulation

Indexed keywords


EID: 84919415466     PISSN: 00204277     EISSN: 15731952     Source Type: Journal    
DOI: 10.1007/s11251-014-9322-9     Document Type: Article
Times cited : (59)

References (42)
  • 1
    • 0034355753 scopus 로고    scopus 로고
    • Achieving coordination in collaborative problem-solving groups
    • Barron, B. (2000). Achieving coordination in collaborative problem-solving groups. Journal of the Learning Sciences,9, 403–436.
    • (2000) Journal of the Learning Sciences , vol.9 , pp. 403-436
    • Barron, B.1
  • 3
    • 0001430511 scopus 로고    scopus 로고
    • Where knowledge construction, equity, and context intersect: Student learning of science in small groups
    • Bianchini, J. A. (1997). Where knowledge construction, equity, and context intersect: Student learning of science in small groups. Journal of Research in Science Teaching,34, 1039–1065.
    • (1997) Journal of Research in Science Teaching , vol.34 , pp. 1039-1065
    • Bianchini, J.A.1
  • 4
    • 58449115576 scopus 로고    scopus 로고
    • Motivation and cognitive engagement in learning environments
    • Sawyer K, (ed), Cambridge University Press, New York, NY:
    • Blumenfeld, P. C., Kempler, T. M., & Krajcik, J. S. (2006). Motivation and cognitive engagement in learning environments. In K. Sawyer (Ed.), The Cambridge handbook of the learning sciences (pp. 475–488). New York, NY: Cambridge University Press.
    • (2006) The Cambridge handbook of the learning sciences , pp. 475-488
    • Blumenfeld, P.C.1    Kempler, T.M.2    Krajcik, J.S.3
  • 5
    • 84920759867 scopus 로고    scopus 로고
    • Differences in epistemic practices among scientists, young earth creationists, intelligent design creationists, and the scientist creationists of Darwin’s era. In R. Taylor & M. Ferrari (Eds.), Epistemology and science education: Understanding the evolution vs. intelligent design controversy (pp
    • New York: Taylor & Francis
    • Chinn, C. A., & Buckland, L. A. (2011). Differences in epistemic practices among scientists, young earth creationists, intelligent design creationists, and the scientist creationists of Darwin’s era. In R. Taylor & M. Ferrari (Eds.), Epistemology and science education: Understanding the evolution vs. intelligent design controversy (pp. 38–76). New York: Taylor & Francis.
    • (2011) 38–76)
    • Chinn, C.A.1    Buckland, L.A.2
  • 6
    • 84880431445 scopus 로고    scopus 로고
    • Chinn, C. A., Duschl, R. A., & Duncan, R. G., Buckland, L. A., Pluta, W. P. A microgenetic classroom study of learning to reason scientifically through modeling and argumentation. , Utrecht, Netherlands
    • Chinn, C. A., Duschl, R. A., & Duncan, R. G., Buckland, L. A., Pluta, W. P. (2008). A microgenetic classroom study of learning to reason scientifically through modeling and argumentation. In Proceedings of the 8th International Conference on International Conference for the Learning Sciences, Utrecht, Netherlands.
    • (2008) In Proceedings of the 8th International Conference on International Conference for the Learning Sciences
  • 8
    • 10844290377 scopus 로고    scopus 로고
    • Power in the classroom: How the classroom environment shapes students’ relationships with each other and with concepts
    • Cornelius, L. L., & Herrenkohl, L. R. (2004). Power in the classroom: How the classroom environment shapes students’ relationships with each other and with concepts. Cognition and Instruction,22, 467–498.
    • (2004) Cognition and Instruction , vol.22 , pp. 467-498
    • Cornelius, L.L.1    Herrenkohl, L.R.2
  • 10
    • 84872343073 scopus 로고    scopus 로고
    • Effective self- and co-regulation in collaborative learning groups: An analysis of how students regulate problem solving of authentic interdisciplinary tasks
    • DiDonato, N. (2013). Effective self- and co-regulation in collaborative learning groups: An analysis of how students regulate problem solving of authentic interdisciplinary tasks. Instructional Science,41, 25–47.
    • (2013) Instructional Science , vol.41 , pp. 25-47
    • DiDonato, N.1
  • 12
    • 0038008539 scopus 로고    scopus 로고
    • Students’ planning in the process of self-regulated learning
    • Eilam, B., & Aharon, I. (2003). Students’ planning in the process of self-regulated learning. Contemporary Educational Psychology,28, 304–334.
    • (2003) Contemporary Educational Psychology , vol.28 , pp. 304-334
    • Eilam, B.1    Aharon, I.2
  • 13
    • 79955424235 scopus 로고    scopus 로고
    • Self-regulation, coregulation, and socially shared regulation: Exploring perspectives of social in self-regulated learning theory
    • Hadwin, A., & Oshige, M. (2011). Self-regulation, coregulation, and socially shared regulation: Exploring perspectives of social in self-regulated learning theory. Teachers College Record,113, 240–264.
    • (2011) Teachers College Record , vol.113 , pp. 240-264
    • Hadwin, A.1    Oshige, M.2
  • 14
    • 0012896162 scopus 로고    scopus 로고
    • Thinking aloud together: A test of an intervention to foster students’ collaborative scientific reasoning
    • Hogan, K. (1999). Thinking aloud together: A test of an intervention to foster students’ collaborative scientific reasoning. Journal of Research in Science Teaching,36, 1085–1109.
    • (1999) Journal of Research in Science Teaching , vol.36 , pp. 1085-1109
    • Hogan, K.1
  • 16
    • 0000500490 scopus 로고    scopus 로고
    • Discourse patterns and collaborative scientific reasoning in peer and teacher-guided discussions
    • Hogan, K., Nastasi, B., & Pressley, M. (2000). Discourse patterns and collaborative scientific reasoning in peer and teacher-guided discussions. Cognition and Instruction,17, 379–432.
    • (2000) Cognition and Instruction , vol.17 , pp. 379-432
    • Hogan, K.1    Nastasi, B.2    Pressley, M.3
  • 17
    • 77954677939 scopus 로고    scopus 로고
    • Socially shared metacognition of dyads of pupils in collaborative mathematical problem-solving processes
    • Iiskala, T., Vauras, M., Lehtinen, E., & Salonen, P. (2011). Socially shared metacognition of dyads of pupils in collaborative mathematical problem-solving processes. Learning and instruction,21, 379–393.
    • (2011) Learning and instruction , vol.21 , pp. 379-393
    • Iiskala, T.1    Vauras, M.2    Lehtinen, E.3    Salonen, P.4
  • 18
    • 79955459964 scopus 로고    scopus 로고
    • Socially constructed self-regulated learning and motivation regulation in collaborative learning groups
    • Järvelä, S., & Järvenoja, H. (2011). Socially constructed self-regulated learning and motivation regulation in collaborative learning groups. Teachers College Record,113, 350–374.
    • (2011) Teachers College Record , vol.113 , pp. 350-374
    • Järvelä, S.1    Järvenoja, H.2
  • 19
    • 77950911489 scopus 로고    scopus 로고
    • Research on motivation in collaborative learning: Moving beyond the cognitive–situative divide and combining individual and social processes
    • Järvelä, S., Volet, S., & Järvenoja, H. (2010). Research on motivation in collaborative learning: Moving beyond the cognitive–situative divide and combining individual and social processes. Educational Psychologist,45, 15–27.
    • (2010) Educational Psychologist , vol.45 , pp. 15-27
    • Järvelä, S.1    Volet, S.2    Järvenoja, H.3
  • 22
    • 0001419035 scopus 로고    scopus 로고
    • The situated dynamics of peer group interaction: An introduction to an analytic framework
    • Kumpulainen, K., & Mutanen, M. (1999). The situated dynamics of peer group interaction: An introduction to an analytic framework. Learning and Instruction,9, 449–473.
    • (1999) Learning and Instruction , vol.9 , pp. 449-473
    • Kumpulainen, K.1    Mutanen, M.2
  • 23
    • 3843112242 scopus 로고    scopus 로고
    • Early adolescents’ achievement goals, social status, and attitudes towards cooperation with peers
    • Levy, I., Kaplan, A., & Patrick, H. (2004). Early adolescents’ achievement goals, social status, and attitudes towards cooperation with peers. Social Psychology of Education,7, 127–159.
    • (2004) Social Psychology of Education , vol.7 , pp. 127-159
    • Levy, I.1    Kaplan, A.2    Patrick, H.3
  • 25
    • 84919434048 scopus 로고    scopus 로고
    • Taking science to school: Learning and teaching science in grades K-8
    • (eds), National Academy Press, DC:
    • NRC. (2007). Taking science to school: Learning and teaching science in grades K-8. In R. Duschl, H. Schweingruber, & H. Shouse (Eds.), Washington. DC: National Academy Press.
    • (2007) Washington
    • NRC1    Duschl, R.2    Schweingruber, H.3    Shouse, H.4
  • 26
    • 33847263229 scopus 로고    scopus 로고
    • The role of peers and group learning
    • Alexander P, Winne P, (eds), Lawrence Erlbaum, Mahwah, NJ:
    • O’Donnell, A. M. (2006). The role of peers and group learning. In P. Alexander & P. Winne (Eds.), Handbook of educational psychology (2nd ed., pp. 781–802). Mahwah, NJ: Lawrence Erlbaum.
    • (2006) Handbook of educational psychology , pp. 781-802
    • O’Donnell, A.M.1
  • 30
    • 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., & 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
  • 31
    • 84906135211 scopus 로고    scopus 로고
    • Understanding the quality variation of socially shared regulation: A focus on methodology
    • Vauras M, Volet S, (eds), Routledge, London:
    • Rogat, T. K., & Linnenbrink-Garcia, L. (2013). Understanding the quality variation of socially shared regulation: A focus on methodology. In M. Vauras & S. Volet (Eds.), Interpersonal regulation of learning and motivation: Methodological advances (pp. 102–125). London: Routledge.
    • (2013) Interpersonal regulation of learning and motivation: Methodological advances , pp. 102-125
    • Rogat, T.K.1    Linnenbrink-Garcia, L.2
  • 32
    • 84886476131 scopus 로고    scopus 로고
    • Motivation in collaborative groups
    • Hmelo-Silver C, Chinn C, Chan C, O’Donnell A, (eds), Routledge, London:
    • Rogat, T. K., Linnenbrink-Garcia, L., & DiDonato, N. (2013). Motivation in collaborative groups. In C. Hmelo-Silver, C. Chinn, C. Chan, & A. O’Donnell (Eds.), International handbook of collaborative learning (pp. 250–267). London: Routledge.
    • (2013) International handbook of collaborative learning , pp. 250-267
    • Rogat, T.K.1    Linnenbrink-Garcia, L.2    DiDonato, N.3
  • 33
    • 84919434046 scopus 로고    scopus 로고
    • Rogat, T. K., Witham, S. A., & Chinn, C. A. (in press). Teachers’ autonomy relevant practices within an inquiry-based science curricular context:Teachers College Record
    • Rogat, T. K., Witham, S. A., & Chinn, C. A. (in press). Teachers’ autonomy relevant practices within an inquiry-based science curricular context: Extending the range of academically significant autonomy supportive practices. Teachers College Record.
    • Extending the range of academically significant autonomy supportive practices
  • 34
    • 24144465636 scopus 로고    scopus 로고
    • Social interaction—What can it tell us about metacognition and coregulation in learning?
    • Salonen, P., Vauras, M., & 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
  • 35
    • 78149467856 scopus 로고    scopus 로고
    • Group work does not necessarily equal collaborative learning: evidence from observations and self-reports
    • Summers, M., & Volet, S. (2010). Group work does not necessarily equal collaborative learning: evidence from observations and self-reports. European Journal of Psychology of Education,25, 473–492.
    • (2010) European Journal of Psychology of Education , vol.25 , pp. 473-492
    • Summers, M.1    Volet, S.2
  • 36
    • 0041530155 scopus 로고    scopus 로고
    • Shared-regulation and motivation of collaborating peers: A case analysis
    • Vauras, M., Iiskala, T., Kajamies, A., Kinnunen, R., & Lehtinen, E. (2003). Shared-regulation 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
  • 37
    • 1542573472 scopus 로고    scopus 로고
    • Understanding learning and motivation in context: A multi-dimensional and multi-level cognitive–situative perspective
    • Volet S, Järvelä S, (eds), Pergamon, Amsterdam, The Netherlands:
    • Volet, S. (2001). Understanding learning and motivation in context: A multi-dimensional and multi-level cognitive–situative perspective. In S. Volet & S. Järvelä (Eds.), Motivation in learning contexts: Theoretical advances and methodological implications (pp. 57–82). Amsterdam, The Netherlands: Pergamon.
    • (2001) Motivation in learning contexts: Theoretical advances and methodological implications , pp. 57-82
    • Volet, S.1
  • 38
    • 58949094089 scopus 로고    scopus 로고
    • Group work at university: Significance of personal goals in the regulation strategies of students with positive and negative appraisals
    • Volet, S., & Mansfield, C. (2006). Group work at university: Significance of personal goals in the regulation strategies of students with positive and negative appraisals. Higher Education Research & Development,25, 341–356.
    • (2006) Higher Education Research & Development , vol.25 , pp. 341-356
    • Volet, S.1    Mansfield, C.2
  • 39
    • 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., & Thurman, J. (2009a). High-level co-regulation in collaborative learning: How does it emerge and how is it sustained? Learning and Instruction,19, 128–143.
    • (2009) Learning and Instruction , vol.19 , pp. 128-143
    • Volet, S.1    Summers, M.2    Thurman, J.3
  • 40
    • 74949124561 scopus 로고    scopus 로고
    • Self- and social regulation in learning contexts: An integrative perspective
    • Volet, S., Vauras, M., & Salonen, P. (2009b). Self- and social regulation in learning contexts: An integrative perspective. Educational Psychologist,44, 215–226.
    • (2009) Educational Psychologist , vol.44 , pp. 215-226
    • Volet, S.1    Vauras, M.2    Salonen, P.3
  • 41
    • 84901688669 scopus 로고    scopus 로고
    • Interpersonal regulation in collaborative learning activities: Reflections on emerging research methodologies. In S. Volet & M. Vauras (Eds.), Interpersonal Regulation of Learning and Motivation: Methodological Advances (pp. 204–220). Abingdon, Oxon: Routledge
    • Volet, S., & Summers, M. (2013). Interpersonal regulation in collaborative learning activities: Reflections on emerging research methodologies. In S. Volet & M. Vauras (Eds.), Interpersonal Regulation of Learning and Motivation: Methodological Advances (pp. 204–220). Abingdon, Oxon: Routledge, part of the Taylor & Francis Group.
    • (2013) part of the Taylor & Francis Group
    • Volet, S.1    Summers, M.2
  • 42
    • 85084896582 scopus 로고    scopus 로고
    • Group processes in the classroom
    • Berliner D, Calfee R, (eds), Macmillan, New York:
    • Webb, N. M., & Palincsar, A. S. (1996). Group processes in the classroom. In D. Berliner & R. Calfee (Eds.), Handbook of educational psychology (pp. 841–873). New York: Macmillan.
    • (1996) Handbook of educational psychology , pp. 841-873
    • Webb, N.M.1    Palincsar, A.S.2


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.