Teacher control over small-group dialogue is inversely related to groups' socially shared regulation of learning¶

Claim · All claims
Evidence · 1 study · associational r? · q2
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? In high school physics classrooms, groups whose teachers controlled the conversation engaged in less conversation with each other and used less socially shared regulation of learning. → Hampton 2025

Evidence¶

Hampton 2025¶

Hampton, S., Glazer, K., Dragnić-Cindrić, D., & Fusco, J. (2025). Social Regulation of Learning. Digital Promise. https://doi.org/10.51388/20.500.12265/249

q2 · i? · associational · r?

The primer reports a study conducted in high school physics classrooms finding "an inverse relationship between the level of teachers’ control over small collaborative groups’ dialogues and those groups’ socially shared regulation of learning." No effect size is printed in the primer.

"Dragnić-Cindrić and colleagues (2023) showed an inverse relationship between the level of teachers’ control over small collaborative groups’ dialogues and those groups’ socially shared regulation of learning."

Discussion¶

Related Claims¶

• Some classroom discussion approaches improve text comprehension, but gains are not uniform across approaches and more student talk alone does not produce them — related
• Homogeneous problem perceptions predict better regulation outcomes in collaborative groups — related
• Only students receiving SSRL and co-regulation support achieved superior performance in collaborative programming activities — related