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Little attention has yet been focused on the social nature of metacognition and motivation in adult-or peer-mediated learning, although reciprocal or transactive interaction between individuals is emphasized as a road to learning, that is, in teaching and mediation of knowledge and skills. The present article presents a case analysis and focuses on (a) exploring if and how socially shared-regulation and (b) motivation and coping are manifested in high-ability, 4th grade students' peermediated learning in a technology-based game environment, specifically constructed to foster problem solving in mathematics. The case analysis supported the notion that peer-mediated learning can produce high-level learning and, also, transfer of learning. The key conditions for effective collaboration, task-orientation, and social and cognitive competencies, were met in the case of the peers. The analysis further suggested that the notion of shared-regulation could be helpful in understanding of multilevel interaction and regulatory activities in learning. The concept of sharedregulation best seemed to mirror egalitarian, complementary monitoring and regulation over the task, thus bringing the research closer to phenomena relevant to joint, peer-mediated learning. It seemed that regulation in true collaboration fluctuates among the three modes of regulation, self-, other-, and shared-regulation. We concluded, however, that collaborating peers do not regularly meet these ideal conditions, and that the more complete picture of joint problem solving and regulation is complex and variable. Understanding of these multilevel regulatory activities in learning, and their relationship to other, multilevel concepts like motivation, social competence, context, and learning, is a challenge for future research.Key words: shared-regulation, motivation, peer-mediated learning, elementary school, high-ability, word problems, learning game, technology-based learningThe literature on motivation and metacognition is still strongly focused on individuals' behavior and learning. Thus the prefix self is often added to concepts that mirror these key phenomena like self-regulation. Although the learning and volitional processes are, predominantly, described at individual level, reciprocal or transactive interaction between individuals is emphasized as a road to learning, that is, in teaching and mediation of knowledge and skills. This emphasis is generally clear in current notions on learning stemming from cognitive-constructivist theories, and it is the explicit basis of socio-constructivist views. Little attention has yet been focused on the social nature of VAURAS, IISKALA, KAJAMIES, KINNUNEN, & LEHTINEN 20metacognition and motivation in adult-or peer-mediated learning. The notion of shared cognition has been introduced (e.g., Salomon, 1993), but, we can ask, whether such terms as shared-regulation, or even shared metacognition, would highlight the control or executive processes (e.g., Perkins, 1993) involved in transactive peer learning. Although the...

This study explored how productive disciplinary engagement (PDE) is associated with the level of cognitive activity and collective group outcome in collaborative learning across multiple contexts. Traditionally, PDE has been studied in a single collaborative learning environment, without analysis of how these environments fulfill the supporting conditions for PDE. In addition, research on the quality of a collective learning outcome and product in relation to the extent of the group’s PDE during actual collaborative learning processes is scarce. In this study, the learning processes of low- and high-outcome small groups were compared within three collaborative learning contexts: high school general science, second year university veterinary science, and fourth year university engineering. Two meaningful and self-contained phases from each context were selected for analysis. The same theory-based analytical methods were used across contexts. The findings revealed similar patterns in the high school science and second year university veterinary science data sets, where high-outcome groups displayed a greater proportion of high-level cognitive activity while working on the task. Thus, they could be distinctively perceived as high- and low-performing groups. These high-performing groups’ interactions also reflected more of the supporting conditions associated with PDE than the low-performing groups. An opposite pattern was found in the fourth year university engineering data set, calling for interpretation grounded in the literature on the nature and development of expertise. This study reveals the criticality of using comparable analytical methods across different contexts to enable discrepancies to emerge, thus refining our contextualized understanding of PDE in collaborative science learning.

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In today's knowledge intensive and post-factual world, student teachers' relationship towards knowledge is a vital element in learning to teach. Student teachers must have a sense of epistemic agency to see themselves as productive participants in knowledge-laden activities. However, little attention has been paid to the role of agency in the interconnections between research and teaching in higher education. This study aims to identify how epistemic agency is manifested in student teachers' expressions when they are provided with tools for knowledge production (educational research skills). Epistemic agency was examined as a narrative practice in student teachers' texts (N = 73), and a datadriven analysis was conducted. The results explore the four dimensions of professional practice towards which the students directed their epistemic agency: 'the self', 'the class', 'the research literature', and 'the everyday life'. The study makes visible the variety of how engagement with research skills can promote epistemic agency.