Socially shared metacognition of dyads of pupils in collaborative mathematical problem-solving processes

By Tuike Iiskala, Marja Vauras, Erno Lehtinen, Pekka Salonen. 2011

333 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/90c1549adceac01328a099a0b67e5c3fc54f8ae0

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Sequential and temporal characteristics of self and socially regulated learning (2014, background): “…learning where learner’s regulatory activities are supported or constrained with others (co-regulation) or when individuals negotiate shared task perceptions, goals and strategies (socially shared regulation) (Hadwin et al. 2011; Iiskala et al. 2011; Molenaar et al. 2010; Volet et al. 2009).”
Productive group engagement in cognitive activity and metacognitive regulation during collaborative learning: can it explain differences in students’ conceptual understanding? (2014, methodology): “To date, studies documenting the link between interpersonal regulatory behaviours and learning outcomes are still limited (Winters and Alexander 2011; Janssen et al. 2010a) are some of the exceptions). This represents an important direction for future research. From a theoretical perspective, eviden”
Exploring the potential impact of reciprocal peer tutoring on higher education students’ metacognitive knowledge and regulation (2012, background): “The above can be linked to the current research interest about metacognition as a socio- cognitive construct (Iiskala et al., 2011; Volet et al., 2009).”
Social Regulation of Learning During Collaborative Inquiry Learning in Science: How does it emerge and what are its functions? (2015, methodology): “…challenge for teachers, relatively little research has examined metacognition and shared regulation at different task difficulty levels in collaborative contexts (see Iiskala et al. 2011 for a review of such research in the context of mathematics) and this is an issue that merits further research.”
Capturing temporal and sequential patterns of self-, co-, and socially shared regulation in the context of collaborative learning (2017, background): “Typically, researchers focused on regulated learning in collaboration have described how socially shared regulation of learning emerges (e.g., Iiskala et al. (2011) and illustrated grouplevel variations in socially shared regulation of activities (Rogat & Linnenbrink-Garcia, 2011).”
How Does Metacognition Contribute to the Regulation of Learning? An Integrative Approach (2014, background): “…social level awareness monitoring is based on observation of and reflection on others' behavior, performance and its outcomes, on interaction and communication with others (Iiskala et al., 2011), and knowledge of formal theories of cognition, based on rational, analytic processes (McCabe, 2011).”
Cognitive and Socio-Emotional Interaction in Collaborative Learning: Exploring Fluctuations in Students’ Participation (2020, background): “…interactive, metacognitive planning, monitoring the conditions and progress of collaborative learning, or evaluating performance, which are fundamental regulation processes in successful collaborative learning (e.g., Iiskala et al., 2011; Khosa & Volet, 2014; Näykki, Järvenoja et al., 2017).”
Regulation During Cooperative and Collaborative Learning: A Theory-Based Review of Terms and Concepts (2015, background): “For example, Iiskala et al. (2011) defined socially shared metacognition as “consensual monitoring and regulation of joint cognitive processes in demanding collaborative problemsolving situations” (p. 379).”