During collaborative exam work, monitoring of cognition is the most common monitoring target, followed by monitoring of behavior, with monitoring of motivation or emotion scarce¶

Claim · All claims
Evidence · 1 study · qualitative r3 · q2
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2025: baselines and conditions change

Subclaims¶

q2 i? Across nine groups, monitoring cognition was the most frequent monitoring target (n = 263), followed by monitoring behavior (n = 173), while monitoring motivation or emotion was least common (n = 27, 5.83% of events). → Sobocinski 2020

Evidence¶

Sobocinski 2020¶

Sobocinski, M., Järvelä, S., Malmberg, J., Dindar, M., Isosalo, A., & Noponen, K. (2020). How does monitoring set the stage for adaptive regulation or maladaptive behavior in collaborative learning? Metacognition and Learning. https://doi.org/10.1007/s11409-020-09224-w

q2 · i? · qualitative · r3

Video-coded analysis of 463 monitoring events from nine groups of three students during a collaborative high-school physics exam. The authors report "Monitoring cognition was the most common event ( n = 263), followed by monitoring behavior (n = 173)"; motivation/emotion monitoring accounted for 5.83% of events.

"A total of 463 monitoring events were coded across the analyzed 9 groups. Monitoring cognition was the most common event ( n = 263), followed by monitoring behavior (n = 173)."

Discussion¶

Related Claims¶

• During a collaborative exam, every group member contributed to joint monitoring, and students monitored cognition far more often than behaviour or motivation and emotions. — possibly the same claim (merge candidate)
• Groups reacted to the large majority of monitoring events, but negative-valence monitoring of motivation or emotion received the lowest reaction rate — related