Regulation of social activities positively predicts group performance in CSCL inquiry tasks¶

Claim · All claims
Evidence · 1 study · associational r2 · q2
Currency · newest study 2010 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? In a multiple regression, regulation of social activities significantly predicted group performance (β=.358, p=.03). → Janssen 2010

Evidence¶

Janssen 2010¶

Janssen, J., Erkens, G., Kirschner, P. A., & Kanselaar, G. (2010). Task-related and social regulation during online collaborative learning. Metacognition and Learning. doi:10.1007/s11409-010-9061-5

q2 · i? · associational · r2

Multiple regression analysis using the four interaction factor scores to predict group performance for 101 groups; regulation of social activities (summed percentages of MSociPlan, MSociMoni, MSociEvl-) was a significant positive predictor, β=.358, p=.03. No effect size beyond β is printed.

"In contrast, regulation of social activities was found to significantly predict group performance ( β=.358, p=.03). This indicates that the more effort group members invest into regulating the process of collaboration, the better they perform as a group."

Discussion¶

Related Claims¶

• Performing social activities negatively predicts group performance in CSCL inquiry tasks
• Information discussion and regulation of task-related activities did not significantly predict group performance
• The four collaborative-activity factors jointly explain almost 50% of the variance in group performance
• Regulation of social activities positively affected group performance (Janssen et al.) — possibly the same claim (merge candidate)
• Regulation at the dyadic and/or group level is positively related to group performance in CSCL — a broader claim this one bears on
• In CSCL history inquiry, regulation of social activities predicts group performance while social activities are negatively related to group performance — a broader claim this one bears on
• Secondary students in CSCL devote much of their communication to regulating task performance, especially planning the task and monitoring task progress — related
• Both regulation of task performance and regulation of the collaboration process are important for effective CSCL — a broader claim this one bears on