Pre-service teachers showed stronger sequential transitions linking controlling with monitoring and planning, while in-service teachers more often followed sociocognitive challenges with 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? Process models showed pre-service teachers had stronger transitions between controlling and monitoring (f = 176, 180 vs. 124, 114) and between controlling and planning (f = 178, 178 vs. 84, 96). → Faisal Channa 2026 q2 i? Pre-service teachers also showed stronger transitions from sociocognitive challenges to controlling (f = 36, 37 vs. 26, 18), whereas in-service teachers showed stronger transitions from sociocognitive challenges to monitoring (f = 36, 32 vs. 24, 30). → 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 of coded event logs (BupaR in R) comparing aggregated sequential patterns of the two group types; pre-service models showed "stronger transitions between controlling and monitoring (f = 176, 180) than in-service teachers (f = 124, 114)" and stronger controlling–planning transitions.

"Concerning sociocognitive regulation, pre-service teachers exhibited stronger transitions between controlling and monitoring (f = 176, 180) than in-service teachers (f = 124, 114). They also showed notably stronger transitions between controlling and planning (f = 178, 178) compared with in-service teachers (f = 84, 96)."

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

The same process-mining comparison of challenge-to-regulation transitions; sociocognitive challenges were "more frequently followed by controlling activities in the pre-service groups", while in-service groups more often followed them with monitoring.

"Pre-service teachers demonstrated stronger sequential transitions between sociocognitive challenges and controlling ( f = 36, 37) than in-service teachers ( f = 26, 18)."

Discussion¶

Related Claims¶

• In-service teachers more often followed socioemotional challenges with monitoring, and the groups differed in recurrent self-loops of controlling versus 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
• In-service teachers used motivational regulation significantly more frequently than pre-service teachers during collaborative problem-solving — related