In-service teachers used motivational regulation significantly more frequently than pre-service teachers during collaborative problem-solving¶

Claim · All claims
Evidence · 1 study · associational r1 · q2
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person · recheck by 2031: baselines and conditions change

Subclaims¶

q2 i? In-service teacher groups used motivational regulation more frequently (f = 37 vs. f = 4), a statistically significant difference (U = 8, p < .001). → Faisal Channa 2026

Evidence¶

Faisal Channa 2026¶

Faisal Channa, Piia Näykki, Päivi Häkkinen, Kristóf Fenyvesi, Takumi Yada. (2026). Sequential patterns of challenges and socially shared regulation of learning: a comparison of pre-service and in-service teachers’ collaborative learning. Instructional Science. https://doi.org/10.1007/s11251-026-09818-y

q2 · i? · associational · r1

Descriptive frequency analysis of the same 22-group video corpus; in-service groups showed "moti- vational regulation more frequently (f = 37) than pre-service teachers (f = 4)", confirmed by Mann–Whitney U (U = 8, p < .001) in Table 2.

"Similarly, in-service teachers used moti- vational regulation more frequently (f = 37) than pre-service teachers (f = 4)."

Discussion¶

Related Claims¶

• Pre-service teachers used sociocognitive controlling strategies significantly more frequently than in-service teachers during collaborative problem-solving — related
• Most coding categories showed no statistically significant frequency differences between pre-service and in-service teachers — related
• In-service teachers more often followed socioemotional challenges with monitoring, and the groups differed in recurrent self-loops of controlling versus monitoring — related
• Pre-service teachers showed stronger sequential transitions linking controlling with monitoring and planning, while in-service teachers more often followed sociocognitive challenges with monitoring — related