Effective self- and co-regulation in collaborative learning groups: An analysis of how students regulate problem solving of authentic interdisciplinary tasks
By N. Didonato. 2013
178 citations recorded by the source corpus.
Subfields: Developmental and Educational Psychology, Education
View Paper: https://www.semanticscholar.org/paper/61c00ee47f389d06ed0e527d4e281ebec4559eb3
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In Developmental and Educational Psychology
- Ernesto Panadero
- Sanna Järvelä
- Hanna Järvenoja
- Jonna Malmberg
- Hermann Körndle
- Cornelia Schoor
- Paul A. Kirschner
- Susanne Narciss
In Education
- Ernesto Panadero
- Sanna Järvelä
- Hanna Järvenoja
- Jonna Malmberg
- Paul A. Kirschner
- Hilde Van Keer
- Susanne Narciss
- Hermann Körndle
Citations in the corpus
- Exploring evolutions in reciprocal peer tutoring groups' socially shared metacognitive regulation and identifying its metacognitive correlates (2015, background): “By promoting reflection, SSMR can enhance students' ability to effectively self-regulate their personal learning, benefitting their academic performance (DiDonato, 2013).”
- How Individual Self-Regulation Affects Group Regulation and Performance (2015, background): “(p. 28) This shared regulation is crucial for success (e.g., DiDonato, 2013; Rogat & Linnenbrink-Garcia, 2011) and is carried out with respect to the cognitive, motivational, and emotional aspects of learning.”
- Regulation During Cooperative and Collaborative Learning: A Theory-Based Review of Terms and Concepts (2015, background): “, DiDonato, 2013; Grau & Whitebread, 2012; Iiskala et al., 2004; Vauras et al., 2003; Volet, Summers, et al., 2009; Whitebread et al., 2007). For example, Vauras et al. (2003) wrote: “At times, when one partner masters a key element of the task but the other does not, a momentary unequal situation a”
- Capturing temporal and sequential patterns of self-, co-, and socially shared regulation in the context of collaborative learning (2017, background): “For example, in the context of collaboration, SRL reflects each individual’s own contribution toward his or her own learning goals (DiDonato, 2013).”
- Socially Shared Regulation of Learning: A Review (2015, methodology): “In addition two other articles (DiDonato, 2013; Janssen et al., 2012) show indirect empirical evidence of qualitative different types of social regulation. Next we present in detail the five studies showing the direct evidence. First, Volet and Mansfield (2006) compared two small groups (size of the”