Groups reacted to the large majority of monitoring events, but negative-valence monitoring of motivation or emotion received the lowest reaction rate¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r1 · q1–q2
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? A reaction followed 84.5% of all monitoring events, and negative-valence monitoring of motivation or emotion was followed by a reaction least often (57.14% of such 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 · r2

Reaction coding of the 463 monitoring events from the nine-group collaborative exam showed "A reaction from the group followed 84.5% of all monitoring events." Table 6 reports monitoring emotion and motivation with negative valence drew a reaction in 57.14% of cases.

"A reaction from the group followed 84.5% of all monitoring events."

Sobocinski 2020 (2)¶

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

q1 · i? · associational · r1

The authors' interpretation in the Discussion: "this type of monitoring with negative valence had the lowest reaction rate," consistent with Table 6 percentages for negative motivation/emotion monitoring.

"Although monitoring motivation or emotion were scarce in the data, it is notable that this type of monitoring with negative valence had the lowest reaction rate."

Discussion¶

Related Claims¶

• 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 — related
• During a collaborative exam, every group member contributed to joint monitoring, and students monitored cognition far more often than behaviour or motivation and emotions. — related
• Higher equality of participation in monitoring interactions and more monitoring with positive valence predict better collaborative task performance — related
• Increased physiological arousal and higher physiological synchrony relate to more monitoring with negative valence — related