Group work at university: significance of personal goals in the regulation strategies of students with positive and negative appraisals

By Simone E. Volet, Caroline F. Mansfield. 2006

165 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/ce71aaa92f06de16d55028687933638105d30d73

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

In Social Psychology

Citations in the corpus

Self- and Social Regulation in Learning Contexts: An Integrative Perspective (2009, background): “…in real-life, collaborative and group learning activity, regulation of emotions and motivation takes a pragmatic, instrumental role in trying to sustain shared regulation of task-related processing (Järvenoja & Järvelä, 2005; Salonen et al., 2005; Vauras et al., 2003; Volet & Mansfield, 2006).”
Regulation of Motivation: Contextual and Social Aspects (2011, background): “More directly, the strategies that students engage to regulate their motivation may rely on modifying the context or influencing the behavior of others in their environment (Pintrich, 2000; Volet & Mansfield, 2006).”
Socially Shared Regulation in Collaborative Groups: An Analysis of the Interplay Between Quality of Social Regulation and Group Processes (2011, background): “These types of learning situations pose socioemotional challenges and require coordination of learning and engagement among group members (Järvelä, Volet, & Järvenoja, 2010; Volet & Mansfield, 2006).”
Regulation of emotions in socially challenging learning situations: an instrument to measure the adaptive and social nature of the regulation process (2013, background): “For example, group members may face practical hurdles or other commitments that constrain full engagement and participation (Volet & Mansfield, 2006).”
Graduating as a ‘native speaker’: international students and English language proficiency in higher education (2010, background): “Setting class activities that require students to collaborate on tasks has also been cited as one way to encourage more interaction between students (Volet & Mansfield, 2006).”
Preclinical students’ predispositions towards social forms of instruction and self-directed learning: a challenge for the development of autonomous and collaborative learners (2009, methodology): “A measure of students’ views of the social aspects of learning was obtained using the Students’ Attitudes towards Group Assignments (General-SAGA) instrument (Volet 2001; Volet and Mansfield 2006 ).”
Research on Motivation in Collaborative Learning: Moving Beyond the Cognitive–Situative Divide and Combining Individual and Social Processes (2010, background): “…of their interactions with peers have revealed how their goals are shaped through those interactions (Boekaerts & Minnaert, 2006) and how the actions of group members can have both positive and negative influences on individual motivation (Järvenoja & Järvelä, 2005; Volet & Mansfield, 2006).”
Regulation and socio-emotional interactions in a positive and a negative group climate (2018, background): “The range of emotions experienced within a collaborative setting, collectively, can contribute to group socio-emotional climate (Järvenoja and Järvelä 2009; Järvenoja and Järvelä 2013; Volet and Mansfield 2006).”
Engaging students emotionally: the role of emotional intelligence in predicting cognitive and affective engagement in higher education (2017, background): “Those with high TEI are also likely to exhibit enhanced selfregulation (Salovey, Bedell, Detweiler, & Mayer, 2000), recognised as a crucial factor in persistence (Volet & Mansfield, 2006).”