Shared and co-constructed intra-group interaction were significantly correlated with deep-level metacognitive activities during pre-task regulation¶

Claim · All claims
Evidence · 1 study · causal r1 · q2 · i3 large
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i3 Frequency of shared interaction correlated with frequency of deep-level metacognitive activities (r = 0.70, p < 0.05) and co-constructed more strongly (r = 0.84, p < 0.01) during pre-task regulation. → Kielstra 2022

Evidence¶

Kielstra 2022¶

Kielstra, J., Molenaar, I., van Steensel, R., & Verhoeven, L. (2022). 'Supporting socially shared regulation during collaborative task‑oriented reading'. International Journal of Computer-Supported Collaborative Learning, 17, 65–105. https://doi.org/10.1007/s11412-022-09365-x

q2 · i3 · causal · r1

Correlation at group level between interaction type frequencies and depth of metacognitive activity, calculated to check the assumption linking depth to sharedness; r = 0.70 approaches the strong threshold. The authors note "shared and co-constructed interaction co-occur more frequently in deep-level metacognitive interactions".

"the frequency of shared (r = 0.70, p < 0.05) and co-constructed (r = 0.84, p < 0.01) intra-group metacognitive interaction was significantly correlated with the frequency of deep-level metacognitive activities."

Discussion¶

Related Claims¶

• Script-supported groups mainly engaged in accepted intra-group metacognitive interaction, with co-constructed interaction infrequent and highly variable between groups — related
• The 'Y-read?' collaboration script elicited mainly low-level metacognitive regulation during pre- and post-task discussions, with deep-level activities rare — related
• With a scripted collaboration designed to elicit metacognition, deep-level metacognitive regulation stays rare and students mostly accept rather than co-construct or share regulation — related
• A collaborative script embedding solitary reading between planning and review episodes shaped a group's regulative activity, but only low-level regulation — related
• Problematizing scaffolds elicit constructive, interaction-embedded metacognitive activities, whereas structuring scaffolds elicit application of examples — related