Self and social regulation of learning during collaborative activities in the classroom: The interplay of individual and group cognition

By Valeska Grau, David Whitebread. 2012

234 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/eea99d554b85317dcd5221c952d304f3f57aea14

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Socially Shared Regulation of Learning: A Review (2015, background): “Fourth, Grau and Whitebread (2012) observed the interactions of eight 3rd graders while working in two groups during five sessions.”
Regulation During Cooperative and Collaborative Learning: A Theory-Based Review of Terms and Concepts (2015, background): “With regard to social modes of regulation during cooperative and collaborative learning, regulation terms usually have been differentiated into three different types (e.g., Grau & Whitebread, 2012; Hadwin & Oshige, 2011; J€arvel€a & Hadwin, 2013).”
Social Regulation of Learning During Collaborative Inquiry Learning in Science: How does it emerge and what are its functions? (2015, background): “…composition (Bennett, Hogarth, Lubben, Campbell, & Robinson, 2010), relational and communication skills (Kutnick & Blatchford, 2014), as well as students’ regulation of their individual and shared learning (Grau & Whitebread, 2012; Järvelä & Hadwin, 2013; Volet, Vauras, Khosa, & Iiskala, 2013).”
How Individual Self-Regulation Affects Group Regulation and Performance (2015, background): “Learners who collaboratively learn with others—independent of whether it is with a peer in a dyad or with a larger group—not only need to regulate their own learning but also play a role in regulating the learning of others (i.e., co-regulation of learning [CRL]) as well as the learning of the group”
Productive group engagement in cognitive activity and metacognitive regulation during collaborative learning: can it explain differences in students’ conceptual understanding? (2014, background): “Most importantly, and as emphasized by several authors (Azevedo et al. 2010; Chan 2012; Grau and Whitebread 2012; Volet and Summers 2013), analytical methods must be rigorous enough to generate reliable findings.”
Understanding Regulated Learning in Situative and Contextual Frameworks (2015, background): “Studies concerning the regulated learning from a sociocultural perspective are often interested in this type of “culturalization” where regulation of activity is a way to adapt to cultural norms and practices (Grau & Whitebread, 2012; Walker, 2010).”
How do students self-regulate? Review of Zimmerman"s cyclical model of self-regulated learning (2014, background): “There are different aspects that have been covered such as the role of the age (Grau & Whitebread, 2012), the effect of emotions and motivation and their regulation (Järvelä & Järvenoja, 2011), and the effect of the working environment (e.g., collaboration via computer: computer supported…”
Capturing temporal and sequential patterns of self-, co-, and socially shared regulation in the context of collaborative learning (2017, background): “This is to say, individual students need to monitor their own progress toward task completion (Grau & Whitebread, 2012; Hadwin, Järvelä, & Miller, 2011; Hadwin, Järvelä, & Miller, 2017).”