Social Interaction - What Can It Tell Us about Metacognition and Coregulation in Learning?

By Pekka Salonen, Marja Vauras, A. Efklides. 2005

225 citations recorded by the source corpus.

Subfields: Clinical Psychology, Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/1aa782783459efedb8363174f5f27580421c87bf

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In Clinical Psychology

In Developmental and Educational Psychology

In Education

Citations in the corpus

Self- and Social Regulation in Learning Contexts: An Integrative Perspective (2009, background): “The metacognitive nature of such productive coregulation processes (in contrast to the pragmatic nature of other coregulatory processes, cf. Salonen et al., 2005) brings metacognitive coregulation of learning close to the notion of effective self-regulated learning, but at the level of the social…”
Socially Shared Regulation of Learning: A Review (2015, background): “Previous research on the topic has already pointed out that students perceived as leaders might contribute to different types of group regulation (Salonen et al., 2005).”
The Role of Direct Strategy Instruction and Indirect Activation of Self-Regulated Learning—Evidence from Classroom Observation Studies (2020, background): “Both approaches have in common that teacher control of the learning process is reduced as students move to the next self-regulatory level (see also Salonen et al. 2005).”
Interactions of Metacognition With Motivation and Affect in Self-Regulated Learning: The MASRL Model (2011, background): “(The same was found by Salonen, Vauras, and Efklides, 2005.)”
Research on Motivation in Collaborative Learning: Moving Beyond the Cognitive–Situative Divide and Combining Individual and Social Processes (2010, background): “Social contexts and their influences can range from microlevel influences of the peer group (Salonen et al., 2005), to meso-level influences of classroom goal structures (Urdan, Kneisel, & Mason, 1999) and teacher discourse (Krapp & Lewalter, 2001; Turner, Meyer, Midgley, & Patrick, 2003), through t”
Socially shared metacognition of dyads of pupils in collaborative mathematical problem-solving processes (2011, methodology): “Based on previous research (Efklides, 2006, 2008; see also Efklides, 2001; Flavell, 1979; Salonen et al., 2005) the hypothesis was that metacognitive experiences would be present in the beginning of episodes of socially shared metacognition (Hypothesis 4).”
Group-Metacognitive Support for Online Inquiry in Mathematics with Differential Self-Questioning (2009, background): “…emphasized that metacognition should be viewed as an essential part of a group’s work when cognitive processes are regulated advantageously (Salonen et al., 2005) and should not be considered only in the context of the individual’s knowledge and regulation of cognitive processes (Brown,…”
Self-Regulation, Coregulation, and Socially Shared Regulation: Exploring Perspectives of Social in Self-Regulated Learning Theory (2011, background): “Further, Salonen, Vauras, and Efklides (2005) suggested microgenetic designs as a possible methodology in investigating interpersonal interactions.”
Metacognition and low achievement in mathematics: The effect of training in the use of metacognitive skills to solve mathematical word problems (2010, methodology): “Moreover, following Salonen, Vauras, and Efklides (2005) recommendation, observation of the children’s verbal and non-verbal behaviour enabled the experimenter to increase co-regulation, and thus the training effect.”
Development of the human interaction dimension of the Self‐Regulated Learning Questionnaire in asynchronous online learning environments (2009, background): “Self-regulated learners reflect on their interaction processes by asking themselves such questions as whether the interaction is enough to deliver what they intended or whether they consider others’ emotional feelings (Salonen et al., 2005; Whipp & Chiarelli, 2004).”