Using Instructional Discourse Analysis to Study the Scaffolding of Student Self-Regulation

By D. K. Meyer, Julianne C. Turner. 2002

233 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/6d66ece498383659e43b6ddd6cfc7174d85f62cb

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Self- and Social Regulation in Learning Contexts: An Integrative Perspective (2009, background): “Research on SRL in the classroom has highlighted these phenomena, with findings that young children's efforts to self-regulate during task performance is not merely determined by personal processes but rather influenced by environmental and behavioral variables in a reciprocal way ( Meyer & Turner, ”
Exploring the Relationship of College Freshmen Honors Students’ Effort and Ability Attribution, Interest, and Implicit Theory of Intelligence With Perceived Ability (2010, background): “In fact, individuals may transform an uninteresting, important task into a more interesting one to keep themselves motivated (Meyer & Turner, 2002; Renninger, Sansone, & Smith, 2004; Sansone & Thoman, 2005).”
Self-Regulation, Coregulation, and Socially Shared Regulation: Exploring Perspectives of Social in Self-Regulated Learning Theory (2011, background): “However, there has been little attempt to bridge theories of SRL that move along the ontological continuum from regulation in the mind of an individual, through regulation as shared and distributed among individuals (cf. Meyer & Turner, 2002).”
Perceived Challenge, Teacher Support, and Teacher Obstruction as Predictors of Student Engagement (2017, background): “…studies addressing instrumental obstruction tie negative teacher behaviors to maladaptive student outcomes (Birch & Ladd, 1997; Blankemeyer, Flannery, & Vazsonyi, 2002; Kesner, 2000; Walsh, 2002) and specifically to decreases in students’ motivation (Meyer & Turner, 2002; Skinner & Belmont, 1993).”
Coding Classroom Interactions for Collective and Individual Engagement (2015, background): “…the dialectical relationship between the individual and the social is increasingly recognized in regulation and motivation studies (see, e.g., J€arvel€a et al., 2010; McCaslin, 2009; Meyer & Turner, 2002; Nolen & Ward, 2008; Turner & Patrick, 2008; Volet et al., 2009; Zimmerman, 2008).”
Motivational Influences on Student Participation in Classroom Learning Activities. (2004, unknown): “(2002) and Meyer and Turner (2002).”
Scaffolding in Teacher–Student Interaction: A Decade of Research (2010, unknown): “In the studies by Murphy and Messer (2000), Pratt and Savoy-Levine (1998), Chiu et al.”
Mathematics in the home: Homework practices and mother–child interactions doing mathematics (2006, unknown): “…by teachers in the classroom has been studied, both in non-mathematical areas (Chi, Siler, Jeong, Yamauchi, & Hausmann, 2001; Fleer, 1992; Hacker & Tenent, 2002) and in mathematics (Meyer & Turner, 2002; Nathan & Knuth, 2003; Sarama, Clements, Swaminathan, McMillen, & Gonzalez-Gomez, 2003).”
A conceptualisation of whole‐class scaffolding (2013, background): “Loose use of the scaffolding concept is the case if it is stretched so far that almost any support in classroom interaction (Meyer & Turner, 2002), or even aspects of classroom organization, artefacts and sequencing (Anghileri, 2006) are called scaffolding.”
A Classroom Perspective on the Principle of Moderate Challenge in Mathematics (2004, background): “Until now, most instructional research in mathematics and research in motivation have privileged cognitive approaches that neglect or dismiss the role of affect (Meyer & Turner, 2002a; Turner & Meyer, 2003).”
Introduction: Using Qualitative Methods to Enrich Understandings of Self-Regulated Learning (2002, background): “Similarly, Meyer and Turner (2002) described how they use discourse analysis to examine the influence of teachers’ talk and actions on upper elementary students’ motivation and self-regulation in mathematics classrooms.”
Regulation of Motivation: Contextual and Social Aspects (2011, background): “In instructional contexts, scaffolding describes the process through which a more experienced person facilitates a less experienced person in the engagement and completion of an academic task (Meyer & Turner, 2002; Puntambekar & Hubscher, 2005).”
Aspects of pedagogy supporting metacognition and self-regulation in mathematical learning of young children: evidence from an observational study (2010, background): “Both Perry (1998; Perry et al., 2002) and Meyer & Turner (2002) , for example, identified the support or scaffolding of autonomy through strategy instruction, and the contingent transfer of responsibility, as key elements within classrooms that support children’s SRL.”