MOR comprised the majority of social MR turns in both less and more successful outcome groups in Finnish senior high school science¶

Claim · All claims
Evidence · 1 study · qualitative r2 · q2
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? MOR comprised 54.1% of MR turns in the less successful Finnish high school group and 58.2% in the more successful group. → Iiskala 2021

Evidence¶

Iiskala 2021¶

Iiskala, T., Volet, S., Jones, C., Koretsky, M., & Vauras, M. (2021). Significance of forms and foci of metacognitive regulation in collaborative science learning of less and more successful outcome groups in diverse contexts. Instructional Science, 49, 687–718. https://doi.org/10.1007/s11251-021-09558-1

q2 · i? · qualitative · r2

Table 5 reports MOR at 54.1% of MR turns for the less successful and 58.2% for the more successful Finnish high school group, described as "the majority of social MR turns" for both groups.

"MOR comprised the majority of social MR turns of both the less and more successful outcome high school groups."

Discussion¶

Related Claims¶

• IMR occurred mainly in less successful outcome groups and was absent or rare in more successful outcome groups — related
• MR of less successful outcome groups focused more on low-level cognitive activity in Finnish high school and Australian veterinary contexts — related
• SSMR comprised the majority of social MR turns in both less and more successful outcome groups in Australian university veterinary science and American university engineering contexts — related
• American university engineering students showed the opposite foci pattern: the less successful group manifested more high-level MR than the more successful group — related
• In the engineering context, SSMR focus showed an opposite pattern to veterinary science: the less successful group had proportionally more SSMR-High than the more successful group — related
• VMSR occurred at low levels across all groups and contexts — related
• Contributions to socially shared metacognitive regulation were significantly higher in higher performing groups than in lower performing groups (reported finding) — related