SHARED-REGULATION AND MOTIVATION OF COLLABORATING PEERS: A CASE ANALYSIS

By Marja Vauras, Tuike Iiskala, A. Kajamies, Riitta Kinnunen, Erno Lehtinen. 2003

181 citations recorded by the source corpus.

Little attention has yet been focused on the social nature of metacognition and motivation in adult- or peer-mediated learning, although reciprocal or transactive interaction between individuals is emphasized as a road to learning, that is, in teaching and mediation of knowledge and skills. The present article presents a case analysis and focuses on (a) exploring if and how socially shared-regulation and (b) motivation and coping are manifested in high-ability, 4th grade students’ peer-mediated learning in a technology-based game environment, specifically constructed to foster problem solving in mathematics. The case analysis supported the notion that peer-mediated learning can produce high-level learning and, also, transfer of learning. The key conditions for effective collaboration, task-orientation, and social and cognitive competencies, were met in the case of the peers. The analysis further suggested that the notion of shared-regulation could be helpful in understanding of multilevel interaction and regulatory activities in learning. The concept of shared-regulation best seemed to mirror egalitarian, complementary monitoring and regulation over the task, thus bringing the research closer to phenomena relevant to joint, peer-mediated learning. It seemed that regulation in true collaboration fluctuates among the three modes of regulation, self-, other-, and shared-regulation. We concluded, however, that collaborating peers do not regularly meet these ideal conditions, and that the more complete picture of joint problem solving and regulation is complex and variable. Understanding of these multilevel regulatory activities in learning, and their relationship to other, multilevel concepts like motivation, social competence, context, and learning, is a challenge for future research.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/6a62e1fcf3bb7760a9cc62b3c33de01ec7fd1f9e

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In Developmental and Educational Psychology

In Education

Citations in the corpus

The development of two observational tools for assessing metacognition and self-regulated learning in young children (2009, background): “In recent research of problem-solving in small groups, Vaurus and colleagues (Iiskala et al. 2004; Vauras et al. 2003) have observed that during episodes of true collaboration, 66 D.”
Socially shared metacognition of dyads of pupils in collaborative mathematical problem-solving processes (2011, methodology): “For this reason, researchers of metacognition have increasingly begun to consider metacognition as a process which is both individual and social in nature (e.g., Efklides, 2008; Goos, Galbraith, & Renshaw, 2002; Hacker & Bol, 2004; Hogan, 2001; Iiskala et al., 2004; Jermann, 2004; Salonen, Vauras, &”
Research on Motivation in Collaborative Learning: Moving Beyond the Cognitive–Situative Divide and Combining Individual and Social Processes (2010, background): “…during the problem-solving activity revealed how a pair of students showed not only selfregulative activity and task orientation (e.g., checking their understanding) but also reciprocal regulation (e.g., giving signals to the partner if they were not ready to move on; Vauras et al., 2003, p. 27).”
Self-Regulation, Coregulation, and Socially Shared Regulation: Exploring Perspectives of Social in Self-Regulated Learning Theory (2011, background): “Vauras et al. (2003) conducted a case study of a high-achieving pair of 10-year-old girls on how shared-regulation and motivation occurred in solving mathematical problems.”
Instructing Low‐Achievers in Mathematical Word Problem Solving (2010, background): “Our research with high‐achieving students motivates this work by showing that collaboration between peers can produce high‐level learning if the key conditions for effective collaboration are met (Iiskala, Vauras, Lehtinen, & Salonen, in press; Vauras, Iiskala, Kajamies, Kinnunen, & Lehtinen, 2003 ”
Self- and Social Regulation in Learning Contexts: An Integrative Perspective (2009, background): “A number of empirical studies of coregulation from a sociocognitive perspective have been carried out at microlevels (e.g., Iiskala et al., 2004; Järvenoja & Järvelä, 2005; Salonen, Vauras, & Efklides, 2005; Vauras et al., 2003) and mesolevels (e.”
Socially Shared Regulation of Learning: A Review (2015, background): “For example, Vauras and colleagues’ studies on socially shared co-regulation (e.g., Salonen, Vauras, & Efklides, 2005; Vauras et al., 2003) point to the social context as the developmental source of self-regulation, and provide support for the contention that teacher scaffolding, involving an emphas”
Development of Metacognition and Self-Regulated Learning in Young Children: Role of Collaborative and Peer-Assisted Learning (2007, background): “…of this distinction between “self,” “other,” and “shared” regulation (as suggested by work within the Vygotskian tradition, and by the more recent work of Vauras et al., 2003, and others), and its particular relation to the educational notion of peer-assisted learning, it is perhaps worth…”
Regulation During Cooperative and Collaborative Learning: A Theory-Based Review of Terms and Concepts (2015, background): “In the literature, this mode has been termed other-regulation (e.g., Vauras et al., 2003; Volet, Summers, et al., 2009) or co-regulation (e.g., Winne et al., 2013).”
Socially Shared Regulation in Collaborative Groups: An Analysis of the Interplay Between Quality of Social Regulation and Group Processes (2011, methodology): “Much of the work on other-regulation conceptualizes it as emerging temporarily during collaborative group work, such as when a group member takes an instructive role to guide other’s understanding (Vauras et al., 2003).”
Evaluating the metacognitive awareness inventory using empirical factor-structure evidence (2018, background): “In collaborative learning research, it constitutes a component of collective learning of content (Khosa and Volet 2014; Vauras et al. 2003).”
Effective self- and co-regulation in collaborative learning groups: An analysis of how students regulate problem solving of authentic interdisciplinary tasks (2013, background): “For example, Vauras et al. (2003) examined high-ability fourth-grade students’ shared regulation as they worked collaboratively on mathematical problems in a computer-supported gaming environment.”