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

Järvenoja, Hanna; Volet, Simone; Järvelä, Sanna

doi:10.1080/01443410.2012.742334

Cited by 95 publications

(65 citation statements)

References 44 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…En el presente trabajo se concibe la autorregulación como una forma de control de la acción que se caracteriza por la integración de conocimiento metacognitivo, regulación de la cognición y motivación. Es decir, el aprendizaje autorregulado incluye la metacognición, además de abarcar procesos motivacionales y cognitivos (Järvelä, 2015;Järvenoja, Volet y Järvelä, 2012).…”

Section: Marco Teóricounclassified

Aprendizaje autorregulado en el nivel universitario: Un estudio situado con estudiantes de psicopedagogía de diferentes ciclos académicos

Ventura

Cattoni

Borgobello

2017

Rev. Electr. Educare

View full text Add to dashboard Cite

Being able to properly regulate one’s own learning positively impacts student’s academic performance. Hence the relevance of understanding what they are, how they articulate, and how they change learning strategies and motivation patterns across academic training. Our aims are: (a) to describe cognitive / metacognitive learning strategies and motivation patterns used by students (mean and standard deviation); (b) to analyze the correlations between both groups of variables (Pearson’s index correlation); (c) to compare above results according to the basic level (1st year) and the higher level (5th year) of academic training (Student’s t test). The quantitative ex post facto study was based on the Argentine version of the MSLQ (Motivated Strategies Learning Questionnaire), also called MSLQe; it was applied to 114 students of Psychopedagogy. The results showed the following: (a) a varied repertoire of learning strategies and motivation patterns; (b) a greater use of metacognitive strategies for self-regulation, as well as of strategies for time and study environment management, was associated with higher levels of motivational patterns of goal orientation, task assessment, control beliefs, and self-efficacy of students; (c) statistical differences according to the academic cycle: in favor of the students who were beginners in cognitive strategies of review, metacognitive self-regulation, and organization; while the scores were higher for the advanced students in relation to critical thinking. Likewise, regarding the motivation patterns, the advanced students showed more tendencies towards intrinsic orientation goals, whereas the beginners did it in extrinsic motivation goals, beliefs of control and of self-efficacy, and anxiety. It is possible to conclude that the academic formation made possible a hierarchical integration of both superficial and deep strategies, as well as internal and external motivation patterns of the students. Thus, this article contributes to an analysis of cognitive dimensions (cold and warm), as contextually situated (initial and final levels of academic formation), of the learning strategies and motivation patterns of university students.

show abstract

Section: Marco Teóricounclassified

Aprendizaje autorregulado en el nivel universitario: Un estudio situado con estudiantes de psicopedagogía de diferentes ciclos académicos

Ventura

Cattoni

Borgobello

2017

Rev. Electr. Educare

View full text Add to dashboard Cite

show abstract

“…Socially shared metacognition and SSRL can be characterized by exploring the interactions among group members and how they relate to each other, make joint decisions, and scaffold each other during the learning process. Shared metacognition considers primarily the metacognitive aspects of learning regulation (e.g., goal setting, planning, monitoring), while socially shared regulation goes a step further and includes the emotional and motivational aspects of collaboration (e.g., Järvenoja, Volet, & Järvelä, 2012).…”

Section: Small Group Researchmentioning

confidence: 99%

How Individual Self-Regulation Affects Group Regulation and Performance

Panadero

Kirschner

Järvelä

et al. 2015

Small Group Research

Self Cite

View full text Add to dashboard Cite

This study explored the relationship between individual self-regulated learning (SRL), socially shared regulation of learning (SSRL), and group performance plus the effect of an intervention promoting SSRL. We hypothesized that SRL would influence SSRL and group performance as groups with high SRL students will be better regulated and that the intervention would promote SSRL over time. The results revealed a significant relationship between SRL and SSRL, but no significant effects of the intervention on group performance. The limitations of the intervention are discussed and form the basis for future design of environments to promote SSRL. The main conclusion is that SRL is an important predictor of SSRL and should be considered when designing small group activities and their environments.Keywords self-regulated learning, socially shared regulated learning, shared regulation, collaborative work, computer-supported collaborative learning Small Group ResearchWhen learners learn alone, they must regulate their own learning. Research has shown that while this is crucial for success, it is also difficult to do (Zimmerman & Schunk, 2011). But what about regulation in collaborative learning? Learners who collaboratively learn with others-independent of whether it is with a peer in a dyad or with a larger group-not only need to regulate their own learning but also play a role in regulating the learning of others (i.e., co-regulation of learning [CRL]) as well as the learning of the group (i.e., socially shared regulation of learning [SSRL]; Hadwin, Järvelä, & Miller, 2011). This brings a number of important questions such as the following: What is more important for successful collaborative learning: individual self-regulation or SSRL? Is it better (i.e., do collaborative learning groups learn better) when groups are composed of students with well-developed individual self-regulatory skills or when groups are composed of students who can successfully regulate the learning of the group in a shared fashion? Is selfregulation a prerequisite (i.e., is it necessary and sufficient) for socially shared regulation? How are self-regulated learning (SRL) and socially shared regulated learning related to each other? Are there dependencies between the two?While research on learning has made the jump from individual learning to learning in groups, research on SRL has primarily focused on individual skills, paying little attention to how social interaction and/or collaboration is regulated within a learning group. This, however, is slowly changing as recently there has been a subtle shift from research on self-regulation of learning (SRL) to research on how groups of learners interact to produce shared products and achieve shared goals (Hadwin et al., 2011;Panadero & Järvelä, 2015). Examples are research on CRL (e.g., Saab, 2012), shared metacognition (e.g., Hurme, Palonen, & Järvelä, 2006;Salonen, 2011), and SSRL (e.g., Grau &Whitebread, 2012). Newest is research on the difference between coregulation and SSRL (Hadwin et a...

show abstract

“…Por su parte, otro grupo de investigadores (por ejemplo, Grau y Whitebread, 2012;Iiskala et al, 2011;Jarvenoja et al, 2012;Rogat y Linnenbrink, 2011;Volet et al, 2009) argumentan que, analizar la función reguladora en el contenido de un solo mensaje es poco claro, debido a que no siempre todas las contribuciones son recogidas por el resto del grupo; y, por lo tanto, su influencia regulatoria no se puede dar por sentado; como propuesta alternativa estos investigadores analizan episodios de actividad compartida teniendo en cuenta el "conjunto de mensajes en interacción" y tomando las contribuciones individuales en el contexto en que se producen. En coincidencia con la segunda postura, hemos empleado en este estudio como unidad básica de análisis los episodios de regulación compartida.…”

Section: Discusión Y Conclusionesunclassified

“…Ello implica, desde una perspectiva socio-cognitiva, centrarse en el grupo como entidad colectiva y analizar la presencia de actividades regulatorias como un proceso negociado y compartido por los participantes (Grau y Whitebread, 2012;Iiskala, Vauras, Lehtinen y Salonen, 2011;Jarvenoja, Volet y Jarvela, 2012;Rogat y Linnenbrink, 2011;Volet et al, 2009). Expresado de otra manera, lo que se analizan son episodios de actividad compartida en los cuales los alumnos de una forma conjunta -como entidad colectiva-regulan componentes vinculados con la actividad cognitiva, de participación y/o motivacional del grupo.…”

unclassified

Shared Regulation in Collaborative Learning Environments Mediated by Computer: Differences Between High and Low Performance Groups

Ramírez

Onrubia

2015

RIED

View full text Add to dashboard Cite

Regulación compartida en entornos de aprendizaje colaborativo mediado por ordenador: diferencias en grupos de alto y bajo rendimiento Shared regulation in collaborative learning environments mediated by computer: differences between high and low performance groupsJuan Carlos Castellanos Ramírez Javier Onrubia Goñi Universidad de Barcelona (España) ResumenEl estudio que a continuación presentamos se centra en los procesos de regulación compartida ejercidos por pequeños grupos de estudiantes con distintos niveles de rendimiento en un entorno de CSCL. Empleamos el término de regulación compartida para referirnos al proceso en el que múltiples alumnos -como grupo-actúan de manera intencional sobre sus procesos grupales cognitivos, de participación y motivacionales. El método que se empleó es un estudio de caso en el cual alumnos universitarios realizaron una tarea colaborativa en pequeños grupos durante 27 días en un entorno de comunicación asíncrona. Se realizó un análisis comparativo de cuatro pequeños grupos, dos con alto rendimiento en la tarea y otros dos con bajo rendimiento en la tarea. Los resultados del estudio revelaron que los dos grupos de alto rendimiento, en contraste con los grupos de bajo rendimiento, ejercieron mayor cantidad y diversidad de regulación sobre elementos motivacionales; en cuanto a la regulación ejercida sobre elementos cognitivos y de participación no se encontraron, cuantitativamente, diferencias claras entre los grupos, pero el análisis cualitativo de los datos mostró mayor implicación de los alumnos y mayor calidad en la regulación ejercida sobre dichos aspectos en los grupos de alto rendimiento.Palabras clave: universidad a distancia; enseñanza superior; aprendizaje en grupo; proceso de aprendizaje; rendimiento. AbstractThe study presented below focuses on shared regulation processes carried out by small groups of students with different levels of performance in a CSCL environment. The term shared regulation used in the study refers to the process in which multiple students -as a group-act intentionally on their own participation, motivational and cognitive group processes. A case study was conducted, aimed to analyze a small-group collaborative task developed by university students in an asynchronous communication environment for 27 days. A comparative analysis of two groups with high performance in the task and two groups with low performance in the task was developed. The results revealed that the two high performance groups, in contrast to low performance groups, displayed a greater number and diversity of regulation on motivational elements; regarding regulation on cognitive and participation elements, clear quantitative differences between the groups were not found; however, the qualitative analysis of the data showed a greater involvement of students and better quality of regulation in the two high performance groups.

show abstract

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

Cited by 95 publications

References 44 publications

Aprendizaje autorregulado en el nivel universitario: Un estudio situado con estudiantes de psicopedagogía de diferentes ciclos académicos

Aprendizaje autorregulado en el nivel universitario: Un estudio situado con estudiantes de psicopedagogía de diferentes ciclos académicos

How Individual Self-Regulation Affects Group Regulation and Performance

Shared Regulation in Collaborative Learning Environments Mediated by Computer: Differences Between High and Low Performance Groups

Contact Info

Product

Resources

About