Only students receiving SSRL and co-regulation support achieved superior performance in collaborative programming activities¶
Claim · All claims
Evidence · 1 study · causalr2·q3
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? In the trial, superior performance in collaborative activities was achieved only by students who received SSRL and co-regulation support, not by those receiving SRL support alone. → Leonardo Silva 2023
Evidence¶
Leonardo Silva 2023¶
Leonardo Silva, António Mendes, Anabela Gomes, Gabriel Fortes. (2023). Fostering regulation of learning processes among programming students using computational scaffolding. Intern. J. Comput.-Support. Collab. Learn (2023) 18:67–100. https://doi.org/10.1007/s11412-023-09388-y
q3 · i? · causal · r2
In the randomized controlled trial, collaborative exercise performance (binary correct/incorrect classification from test cases and on-schedule submission) contrasted students with social regulation support against those without: "only students who received SSRL and co-regulation support achieved superior performance". No effect size is printed in the supplied text.
"However, only students who received SSRL and co-regulation support achieved superior performance in collaborative activities, confirming the importance of this type of regulation."
Discussion¶
Related Claims¶
- Programming students who receive computational regulatory scaffolding achieve higher course grades than students who receive no regulatory support — related
- Evidence indicates socially shared regulation of learning occurs across SRL areas and may promote learning and performance — a broader claim this one bears on
- Teacher control over small-group dialogue is inversely related to groups' socially shared regulation of learning — related
- Prior CBLEs for programming education have mostly supported SRL individually while disregarding the social context's influence on regulation — related
- The intervention did not increase students' SRL aptitude, yet supported higher course grades — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
ssrl-support-collaborative-activity-performance |
title |
Only students receiving SSRL and co-regulation support achieved superior performance in collaborative programming activities |
description |
Only students receiving SSRL and co-regulation support achieved superior performance in collaborative programming activities |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2023 |
generated |
by process:wiki-ingest on 2026-10-18 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — leonardo-silva-2023 |
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