In Experiment 1, self-regulation skills significantly predicted socio-discursive MAS only in the adaptable CSCL script condition¶

Claim · All claims
Evidence · 1 study · causal r2 · q2 · i2 medium
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i2 Exploratory regressions showed self-regulation skills significantly predicted post-test socio-discursive MAS only in the adaptable script condition. → Vogel 2022

Evidence¶

Vogel 2022¶

Vogel, F., Kollar, I., Fischer, F., Reiss, K., & Ufer, S. (2022). Adaptable scaffolding of mathematical argumentation skills: The role of self-regulation when scaffolded with CSCL scripts and heuristic worked examples. Intern. J. Comput.-Support. Collab. Learn. https://doi.org/10.1007/s11412-022-09363-z

q2 · i2 · causal · r2

Exploratory regression analyses per condition of Experiment 1 with pre-test socio-discursive MAS and self-regulation skills as predictors. Table 7 reports the adaptable script model with stand. β = 0.306* for self-regulation skills (R² = .336***).

"Results showed that self-regulation skills significantly predicted the acquisition of socio-discursive MAS only in the adaptable script condition (see Table 7)."

Discussion¶

Related Claims¶

• Learner-chosen adaptivity in a collaboration script was feasible as guidance design, but impacted regulatory actions only among students with more advanced self-regulation skills — related
• Reflection increased in the adaptable and non-adaptable script conditions, but only the adaptable script had positive effects on monitoring, supporting overall positive effects on self-regulation — related
• In Experiment 2, actual regulation of adaptable heuristic worked examples showed no significant correlation with self-regulation skills or MAS outcomes — related
• In Experiment 1, dyads that more often chose maximum CSCL scaffolding had lower post-test socio-discursive MAS — related
• In Experiment 1, the CSCL script condition significantly affected domain-specific MAS, with only the maximal script significantly outperforming the minimal script — related
• Self-regulation skills are particularly needed when learning with minimally structured or adaptable collaboration scripts in CSCL — a broader claim this one bears on
• A regulation macro script structured collaboration to support socio-cognitive and socio-emotional monitoring among teacher-education students — related
• Effects of collaboration scripts combined with heuristic worked examples on mathematical argumentation skills depend on prior knowledge and working-memory capacity, consistent with a Matthew Effect — related