Self‐regulation as a function of perceived leadership and cohesion in small group online collaborative learning

Abstract

The present study examined the relationships between perceived leadership, group cohesion, online engagement, self-regulation and learning outcomes. Data included surveys and online discussion logs from 171 students in an undergraduate online course. Through correlation analysis and structural equation modeling, the results revealed unique contributions of task and relationship leadership in small group collaborative learning. Each form of leadership may translate into greater use of selfregulation strategies that align with students' focus on either the instrumental or interpersonal resources related to academics but may bring about a corresponding lower utilization of other types of self-regulation strategies. Further, results indicate that students' perceptions of group cohesion provided the most robust and multifaceted positive associations with learning engagement.Online posting and reading as behavioral engagement in online discussions Behavioral engagement refers to on-task behavior, compliance with school rules, classroom participation or the involvement in extracurricular activities. In online settings where students' 3

Escala de aprendizaje autogestivo en estudiantes universitarios de la carrera de Psicología de un sistema en línea

“…El segundo factor que surgió del análisis estuvo centrado en la aptitud para aprender de mane-ra autogestiva, que se refiere a esa capacidad del estudiante para ser disciplinado, perseverante, constante, responsable y comprometido con lo que está aprendiendo, estas características definen a un estudiante que gestiona su propio aprendizaje, (Broadbent & Poon, 2015;Xie, Hensley, Law & Sun, 2019).…”

Controlling style, relatedness and cohesion in university students: A six countries comparison

“…Relatedness concerns a sense of belonging and connection (Ryan and Deci 2020), and can be satisfied through the teacher's teaching style. If teachers foster this sense of belonging to the group, it leads to positive academic achievement (Xie et al 2019). The acceptance and support perceived from significant others allow individuals to activate their resources to achieve positive psychological outcomes.…”

“…In this sense, if teachers facilitate group cohesion in their classes, they generate moral feelings of belonging to a group (Bollen and Hoyle 1990). Considering this line, a recent study has pointed out the importance of group cohesion perceived together with positive teaching strategies in generating positive academic results (Xie et al 2019).…”

How students emerge as learning leaders in small group online discussions

“…To facilitate learning in a social context such as collaborative online learning, leadership skills are critical to student success in digital learning environments in higher education (Van Laar, Van Deursen, Van Dijk, & De Haan, 2017). Prior literature has addressed the role of leaders in collaborative online learning from different perspectives, including leadership indicators (Xie, Di Tosto, Lu, & Cho, 2018), the effect of peer moderation ( De Wever, Van Keer, Schellens, & Valcke, 2010), the influence of emergent leaders on collaborative problem solving (Sun, Datu, Warchola, & Anderson, 2018;Sun et al, 2017) and the relationship between self-regulation and perceived leadership (Xie, Hensley, Law, & Sun, 2019).…”