Group work at university: significance of personal goals in the regulation strategies of students with positive and negative appraisals

Volet, Simone; Mansfield, Caroline

doi:10.1080/07294360600947301

Cited by 100 publications

(91 citation statements)

References 23 publications

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“…For instance, Kimmel and Volet (2012) found that students' particular study context (e.g. size of group, nature of teacher support, and interdependence/non-interdependence of group task features) is important, while Volet and Mansfield (2006) found that personal goals have a significant influence. Other recent studies have pointed to the amount of variation within each so-called cultural group.…”

Section: Literature Reviewmentioning

confidence: 99%

“…They point out that since intercultural experiences are complex, multifaceted and dynamic, the use of a multimethod approach is vital. In fact, many of the papers report relatively small-scale qualitative studies, with numbers of participants ranging from around 18 to 25 (Volet and Mansfield 2006;Colvin, Volet and Fozdar 2014) for individual interviews and from around 42 to 70 (Volet and Ang 1998;Montgomery 2009) for focus group interviews. Quantitative (survey) studies are also not particularly large, with total numbers of respondents ranging from around 140 to 230 (Summers and Volet 2008;Popov et al 2012;Kimmel and Volet 2012).…”

Section: Literature Reviewmentioning

confidence: 99%

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The gains and pains of mixed national group work at university

Spencer‐Oatey

Dauber

2016

Journal of Multilingual and Multicultural Development

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According to a recent report, the top skill that employers are looking for in graduates is "An ability to work collaboratively with teams of people from a range of backgrounds and countries" (Diamond et al. 2011, 8). So as universities seek to internationalise, an important question is how successful they are in developing this skill. Both research (e.g. Summers and Volet 2008; Kimmel and Volet 2012) and anecdotal evidence suggest that it is a challenging task and that universities are struggling to achieve it. In this paper, we report a study on working in mixed national groups and its relation to intercultural skills. A total of 2000 responses were collected from students at a UK university to a questionnaire that had both closed and open questions. A range of statistical analyses were carried out on the quantitative data, and the open-ended comments were analysed thematically. The responses were compared across national/regional clusters and our findings indicate that mixed national group work is widely perceived across the clusters as enriching and not particularly challenging. Correlations indicate that students perceive such group work as more important for the development of intercultural skills than crossnational friendships.

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Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

The gains and pains of mixed national group work at university

Spencer‐Oatey

Dauber

2016

Journal of Multilingual and Multicultural Development

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“…Research on motivation and self-regulation, in particular the regulation of motivation and emotions, was reviewed (Ainley & Hidi, 2002;Azmitia, 2000;Boekaerts, 2002;McCann & Garcia, 1999;Pintrich, Smith, Garcia, & McKeachie, 1991;Schutz et al, 2004;Wolters, 2003). Ultimately, the theoretical foundation of the instrument was grounded in a combination of contemporary theories of SRL, especially regulation of motivation and emotions and former empirical work on motivation in reallife learning contexts (Järvelä et al, 2010), emotional experience in collaborative learning (Järvenoja & Järvelä, 2005) and strategies for handling socially challenging learning activities (Burdett, 2003;Garcia-Prieto, Bellard, & Schneider, 2003;Volet & Mansfield, 2006).…”

Section: The Adaptive Instrument For Regulation Of Emotions In Collabmentioning

confidence: 99%

“…Finally, challenges can also be triggered by circumstances external to the task itself. For example, group members may face practical hurdles or other commitments that constrain full engagement and participation (Volet & Mansfield, 2006).…”

Section: Socio-emotional Challengesmentioning

confidence: 99%

“…Many of these challenges relate to social dynamics, and can range from perceived incompatibilities of personality characteristics to emerging problems in social relationships and collaborative activities (Burdett, 2003;Järvenoja & Järvelä, 2005;Volet & Mansfield, 2006). Regardless of their source, the emotions generated by social challenges have to be attended to, because coping with emotional pressure is critical to restoring well-being, maintaining motivation, engaging in productive collaboration, and ultimately ensuring goal achievement within the group (Efklides & Volet, 2005;Järvenoja & Järvelä, 2009).…”

Section: Regulation Of Emotions As An Integral Part Of Self and Sociamentioning

confidence: 99%

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Regulation of emotions in socially challenging learning situations: an instrument to measure the adaptive and social nature of the regulation process

Järvenoja

Volet

Järvelä

2013

Educational Psychology

Self Cite

106

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Self-regulated learning research has conventionally relied on measures, which treat SRL as an aptitude. To study self-regulation and motivation in learning contexts as an ongoing adaptive process, situation-specific methods are needed in addition to static measures. This article presents an 'Adaptive Instrument for Regulation of Emotions' (AIRE) aimed at accessing students' experiences of individual and socially shared regulation of emotions in a socially challenging learning situation. The instrument, grounded in self and socially regulated learning theory, comprises four interrelated components: the socioemotional challenges experienced in a collaborative learning situation; individual and group-level attempts to regulate the immediate emotions evoked by the challenges; and the personal goals and their attainment pursued in that situation. The theoretical foundation of the instrument and its components are outlined and some reliability issues illustrated. The limitations but also educational potential of the instrument to understand regulation of emotions in socially challenging learning situations are discussed.

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Influence of study approaches and course design on academic success in the undergraduate anatomy laboratory

Eleazer

Kelso

2018

Anatomical Sciences Ed

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Many pre-health professional programs require completion of an undergraduate anatomy course with a laboratory component, yet grades in these courses are often low. Many students perceive anatomy as a more challenging subject than other coursework, and the resulting anxiety surrounding this perception may be a significant contributor to poor performance. Well-planned and deliberate guidance from instructors, as well as thoughtful course design, may be necessary to assist students in finding the best approach to studying for anatomy. This article assesses which study habits are associated with course success and whether course design influences study habits. Surveys (n = 1,274) were administered to students enrolled in three undergraduate human anatomy laboratory courses with varying levels of cooperative learning and structured guidance. The surveys collected information on potential predictors of performance, including student demographics, educational background, self-assessment ability, and study methods (e.g., flashcards, textbooks, diagrams). Compared to low performers, high performers perceive studying in laboratory, asking the instructor questions, quizzing alone, and quizzing others as more effective for learning. Additionally, students co-enrolled in a flipped, active lecture anatomy course achieve higher grades and find active learning activities (e.g., quizzing alone and in groups) more helpful for their learning in the laboratory. These results strengthen previous research suggesting that student performance is more greatly enhanced by an active classroom environment that practices successful study strategies rather than one that simply encourages students to employ such strategies inside and outside the classroom. Anat Sci Educ 11: 496-509. © 2018 American Association of Anatomists.

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Group work at university: significance of personal goals in the regulation strategies of students with positive and negative appraisals

Cited by 100 publications

References 23 publications

The gains and pains of mixed national group work at university

The gains and pains of mixed national group work at university

Regulation of emotions in socially challenging learning situations: an instrument to measure the adaptive and social nature of the regulation process

Influence of study approaches and course design on academic success in the undergraduate anatomy laboratory

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