Most coding categories showed no statistically significant frequency differences between pre-service and in-service teachers¶

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

Subclaims¶

q2 i? Mann–Whitney U tests found no statistically significant differences for sociocognitive challenges, planning, monitoring, socioemotional challenges, socioemotional regulation or motivational challenges. → 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

Mann–Whitney U tests on absolute frequencies of each coding category (Table 2) across the 22 groups; only controlling and motivational regulation differed significantly, and "No statistically significant differences were observed for the remaining categories". Equivalence was not tested.

"These results indicate differences in the relative frequency of specific regulatory activities between the groups; however, they do not suggest that professional experience or group membership caused these differences. No statistically significant differences were observed for the remaining categories."

Discussion¶

Related Claims¶

• In-service teachers used motivational regulation significantly more frequently than pre-service teachers during collaborative problem-solving — 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 used sociocognitive controlling strategies significantly more frequently than in-service teachers during collaborative problem-solving — reports the opposite
• 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
• Low and high social challenge dyads do not differ in the frequency of metacognitive activities — related