Understanding the dynamics of motivation in socially shared learning

By Sanna Järvelä, Hanna Järvenoja, Marjaana Veermans. 2008

190 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/c92f45f68863d0979fb888c1b7a6c1ab136438e0

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Research on Motivation in Collaborative Learning: Moving Beyond the Cognitive–Situative Divide and Combining Individual and Social Processes (2010, background): “The second conceptualization of motivation that reflects its social nature is the social construction perspective, which builds upon the idea that motivation emerges through interactions in a social situation (Järvelä & Volet, 2004; Nolen & Ward, 2008).”
Exploring new dimensions of mathematics-related affect: embodied and social theories (2012, background): “More recent research in mathematics education has highlighted affective concepts that are not included in McLeod’s (1992) framework, such as values (DeBellis and Goldin 1997; Bishop 2001; Law, Wong and Lee 2011), identity (Beijaard, Meijer, and Verloop 2004; Frade, Roesken, and Hannula 2010; Sfard a”
Regulation During Cooperative and Collaborative Learning: A Theory-Based Review of Terms and Concepts (2015, background): “For example, J€arvel€a, J€arvenoja, and Veermans (2008) included both individual and collaborative regulation within their definition of socially shared regulation.”
Regulation and socio-emotional interactions in a positive and a negative group climate (2018, background): “…of self-regulated learning (SRL) as a foundation, researchers are beginning to define other social forms of regulation occurring in highly dynamic and interactive learning situations such as collaboration (Hadwin et al. 2011; Järvelä and Hadwin 2013; Järvelä et al. 2008; McCaslin and Good 1996).”
Effective self- and co-regulation in collaborative learning groups: An analysis of how students regulate problem solving of authentic interdisciplinary tasks (2013, methodology): “For example, Vauras et al. (2003), and Järvelä et al. (2008) have documented a number of shared regulation strategies that benefit learning and transfer, but have not investigated the effect (if any) on students’ self-regulation.”
Socially Constructed Self-Regulated Learning and Motivation Regulation in Collaborative Learning Groups (2011, background): “However, Wolters’s motivation regulation strategies focus on individual motivation regulation and, based on these concepts, Järvelä, Järvenoja, and Veermans (2008) modified the framework to adapt to a socially shared learning situation and characterized socially shared strategies such as socially…”