Students report regulation strategies mainly at the self- and shared-level, with significantly fewer strategies at the co-level¶

Claim · All claims
Evidence · 1 study · causal r2 · q2 · i3 large
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i3 Across vignette conditions, the reported number of regulation strategies was comparable at the self and shared-level (p = 0.999) and significantly fewer at the co-level (each p < 0.001; social level main effect η2 = 0.196). → Nadine Melzner · Markus Dresel · Ingo Kollar 2022

Evidence¶

Nadine Melzner · Markus Dresel · Ingo Kollar 2022¶

Nadine Melzner · Markus Dresel · Ingo Kollar. (2022). Examining the regulation of motivational and comprehension-related problems during collaborative learning. Metacognition and Learning (2022) 17:813–836. https://doi.org/10.1007/s11409-022-09316-9

q2 · i3 · causal · r2

Exploratory analysis for RQ2 in the vignette study (N = 278) collapsed cognitive and motivational strategies and compared the three social levels of regulation; the social level main effect showed η2 = 0.196 (Table 4). Descriptively, most strategies occurred at the shared-level (M = 1.50, SD = 0.32) followed by the self-level (M = 1.46) and fewest at the co-level (M = 1.18, SD = 0.89).

"Post-hoc comparisons showed that students reported a comparable number of strategies at the self and shared-level (p = 0.999) and significantly fewer strategies at the co-level (each p < 0.001)."

Discussion¶

Related Claims¶

• Comprehension-related problems elicit more cognitive strategies but do not reduce motivational strategy use
• The presence of motivational problems reduces reported strategies at the co- and shared-level but not at the self-level — related
• Students reported using the collaboration support mainly for self-regulation of their own contribution rather than for socially shared regulation of the group's participation — related