The S-Reg tool prompting groups' awareness of motivational, emotional, and cognitive conditions increased co-regulation, especially early in collaboration¶

Claim · All claims
Evidence · 1 study · review r2 · q2
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Using the S-Reg tool increased co-regulation, particularly at the beginning of the collaborative learning session, creating conditions for later collaboration. → Järvelä 2019

Evidence¶

Järvelä 2019¶

Järvelä, S., Järvenoja, H., & Malmberg, J. (2019). Capturing the dynamic and cyclical nature of regulation: Methodological Progress in understanding socially shared regulation in learning. International Journal of Computer-Supported Collaborative Learning. https://doi.org/10.1007/s11412-019-09313-2

q2 · i? · review · r2

The review reports the S-Reg tool study attributed to Järvenoja et al. (2017), in which students were prompted to anticipate challenges and adapt regulation. It states "The S-Reg tool increased co-regulation" with hedging and no effect size, so impact is null.

"The S-Reg tool increased co-regulation, which may indicate that it supported awareness of individual students' situational motivations and emotions and became concrete in shifting support with a peer (Järvenoja et al. 2017)."

Discussion¶

Related Claims¶

• Temporal phases of co-regulation matter: prolonged early planning to establish shared goals and common ground facilitates co-regulation and collaboration in later phases — related
• In-situ analysis of challenge episodes reveals a wide range of cognitive, motivational, emotional, and socially oriented micro-level challenges in collaborative learning — related