Gegenseitiges Helfen

Wagener, Matthea

doi:10.1007/978-3-658-03402-3

Cited by 26 publications

(4 citation statements)

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“…Previous research on helping in educational settings can be categorized into two major strands of research that approach helping either more quantitatively, from the perspective of educational psychology (e.g., Nelson-Le Gall and Gumerman, 1984 ; Newman, 1990 , 2002 ; Newman and Goldin, 1990 ; Ryan and Shim, 2012 ; Schenke et al, 2015 ), or more qualitatively, from the domain of educational science (e.g., Oswald and Krappmann, 1988 ; Kauke and Auhagen, 1996 ; Zornemann, 1999 ; Campana Schleusener, 2012 ; Koole, 2012 ; Melander, 2012 ; Wagener, 2014 ; Svahn and Melander Bowden, 2019 ). While works from educational psychology tend to focus on the individual, those from educational science focus on helping as an interaction.…”

Section: Theoretical Framementioning

confidence: 99%

“…On the one hand, some studies focus on different varieties of interactions regarding social features of the process of helping and describe, among other things, participant constellations (e.g., mixed-age, age-homogeneous, mixed-ability, and friendly vs. non-friendly dyads; Kauke and Auhagen, 1996 ; Zornemann, 1999 ; Benkmann, 2004 ; Campana Schleusener, 2012 ), courses of interaction (e.g., Oswald and Krappmann, 1988 ; Zornemann, 1999 ; Wagener, 2014 ), and help actions ( Campana Schleusener, 2012 ; Wagener, 2014 ) in different types of classroom settings, such as mixed-age groups (e.g., Campana Schleusener, 2012 ; Wagener, 2014 ), age-homogeneous groups (e.g., Oswald and Krappmann, 1988 ; Zornemann, 1999 ), or inclusive learning groups (e.g., Beaumont, 1999 ; Benkmann, 2002 , 2004 ). Wagener’s (2014) work (2014, p. 257–263) regarding the interactional requirements of learning-related helping is particularly relevant. Based on observation protocols, she traces the interaction process of mutual helping and reconstructs four phases.…”

Section: Theoretical Framementioning

confidence: 99%

“…Depending on the situational context, helping can fulfill different functions: On the one hand, it can aim at enabling the help recipient to accomplish the corresponding action himself/herself (as with the clerk’s explanation), or, on the other hand, it can more or less completely replace the recipient’s action without promoting his/her own agency (as with the educator tying the shoes). Regardless of these different functions, the helping person is assumed to have a certain knowledge, skill (ibid., p. 7) or possession (e.g., Wagener, 2014 ; Wakke, 2021 ).…”

Section: Theoretical Framementioning

confidence: 99%

“…At the same time, it is often assumed that students’ help processes need to be improved in order to promote learning. To find out how to increase the effectiveness of helping for learning, internal and external factors influencing help, such as cognitive and affective abilities ( Newman and Goldin, 1990 ; Karabenick and Knapp, 1991 ; Tobias and Everson, 2002 ), the quality of group interactions and group dynamics ( Kempler and Linnenbrink, 2006 ; Webb et al, 2006 ), and the social composition of groups ( Oswald and Krappmann, 1988 ; Zornemann, 1999 ; Campana Schleusener, 2012 ; Wagener, 2014 ) were identified. In these studies, the actual interactive contexts and moral orders in which spontaneous help is given in the classroom have so far remained unconsidered.…”

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Helping as a Concurrent Activity: How Students Engage in Small Groups While Pursuing Classroom Tasks

Wakke

Heller

2022

Front. Psychol.

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This study examines interactions in which students help each other with their learning during classroom instruction, forming groups in the process. From a conversation analytic perspective, helping is assumed to be a sequentially organized activity jointly accomplished by the participants. As an activity that proceeds alongside other ongoing classroom activities, helping can be conceived as part of a multiactivity that poses students with multi-faceted interactional and moral challenges. While previous research on helping in educational contexts has primarily focused on the influence of helping on learning outcomes and social dynamics in helping interactions, the present study investigates how students cope with the intricacies of moral commitments inherent in helping as a concurrent activity. The aim of this paper is two-fold. First, we aim to elaborate on how students’ dual involvements – i.e., their involvement in classroom activities while simultaneously providing help – manifest in the ways in which groups are constituted, maintained, and dissolved. The analyses reveal that both the compatibility of helping with the activity already in progress as well as the students’ problem definition are consequential for the sequential and bodily-spatial unfolding of the help interaction, inducing different arrangements that constitute a continuum, at each end of which there is a dominant orientation toward the shared space of helping or toward the individual/collective space. Furthermore, from a methodological perspective, our study aims to demonstrate the extent to which multimodal interaction analysis is applicable when examining naturally occurring groups, in this case, in interactive processes of helping. The study is based on a data corpus that comprises video recordings of mathematics and German lessons from two fifth-grade classrooms.

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