In-service teachers more often followed socioemotional challenges with monitoring, and the groups differed in recurrent self-loops of controlling versus monitoring¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r1 · q2
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? In-service teachers exhibited stronger sequential transitions between socioemotional challenges and monitoring (f = 16, 25) than pre-service teachers (f = 7, 8). → Faisal Channa 2026 q2 i? Pre-service teachers showed more frequent self-loops of controlling (f = 233 vs. 106); in-service teachers showed more frequent self-loops of monitoring (f = 213 vs. 156). → Faisal Channa 2026 (2)

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

Process-mining comparison of socioemotional challenge transitions in the aggregated event logs; this indicated "a greater tendency for monitoring activities to follow socioemotional challenges in the in-service groups".

"In-service teachers exhibited stronger sequential transitions between socioemotional challenges and monitoring (f = 16, 25) than pre-service teachers (f = 7, 8)."

Faisal Channa 2026 (2)¶

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

Recurrent-pattern analysis of the process models; pre-service groups repeated strategy-oriented controlling more often, while in-service groups showed more monitoring self-loops (f = 213 vs. 156), reflecting recurring evaluative activity.

"Pre-service teachers exhibited more frequent self-loops of controlling ( f = 233) than in-service teachers ( f = 106), indicating greater repetition of strategy-oriented regulation within their interaction sequences."

Discussion¶

Related Claims¶

• In-service teachers used motivational regulation significantly more frequently than pre-service teachers during collaborative problem-solving — 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
• Most coding categories showed no statistically significant frequency differences between pre-service and in-service teachers — related
• Pre-service teachers used sociocognitive controlling strategies significantly more frequently than in-service teachers during collaborative problem-solving — related
• Under TAIA the teacher enacted an inquiry-centered instructional loop with repeated within-phase support sequences, identified through lag sequential analysis — related
• Students using interactive socioemotional or regulated constructive patterns were more productive cognitively and in knowledge productivity — related
• SSRL-directed question prompts enhanced individual participation in collaborative problem-solving, and socioemotional interaction diversity related to regulation contributions (reported findings) — related
• Positive classroom climate is associated with more frequent socially shared regulation of learning — related