Groups perceiving a learning situation as challenging switched frequently between planning and performance phases of regulation¶

Claim · All claims
Evidence · 1 study · review r? · q2
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? When groups perceived the situation as challenging, they switched between planning and performance phases frequently, needing continuous adaptation. → Järvelä 2019

Evidence¶

Järvelä 2019¶

Järvelä, S., Järvenoja, H., & Malmberg, J. (2019). Capturing the dynamic and cyclical nature of regulation: Methodological Progress in understanding socially shared regulation in learning. International Journal of Computer-Supported Collaborative Learning. https://doi.org/10.1007/s11412-019-09313-2

q2 · i? · review · r?

Narrative review attributing to Sobocinski et al. (2017) a process discovery analysis in which groups "switched between the planning and performance phases frequently" in challenging situations. The review prints no effect size, so impact is null.

"Their study revealed that, when the groups perceived the learning situation as challenging, they switched between the planning and performance phases frequently."

Discussion¶

Related Claims¶

• Pre-actional metacognitive, motivational, and positive-emotional components are positively associated with regulatory behavior in the actional phase, while anger and anxiety are negatively associated — related