ERIC Number: EJ1042880
Record Type: Journal
Publication Date: 2014-Nov
Abstractor: As Provided
Reference Count: 42
Other-Regulation in Collaborative Groups: Implications for Regulation Quality
Rogat, Toni Kempler; Adams-Wiggins, Karlyn R.
Instructional Science: An International Journal of the Learning Sciences, v42 n6 p879-904 Nov 2014
The current study examines variation in other-regulation, conceptualized as efforts by one student to regulate their group's work. This study extends research which has conceptualized other-regulation as temporarily guiding others' conceptual understanding and skill development by broadening the spectrum of other-regulation to include directive forms and considering their differential impact on regulation quality. Qualitative analyses were conducted based on videotaped observations of three groups of 7th graders working on three collaborative activities during an inquiry-based science unit. Findings suggest that directive other-regulation related to employed moderate-low and low quality regulation within the group. Facilitative forms yielded higher quality regulation given co-equal regulation and task contributions, the focus of the other-regulator on integrating ideas using behavioral and group process regulation, as well as sustaining a shared focus on developing the task product through the use of high-quality content and disciplinary regulation. In contrast, directive other-regulation related to an imbalance in participation and regulatory contributions, as well as the other-regulators' focus on controlling the task and ensuring their own contribution remained central to the task product. When group members do not have opportunities to make regulatory contributions, regulation and task quality suffer since the group cannot benefit from the full potential of their shared activity, with implications for learning.
Descriptors: Student Behavior, Self Control, Group Behavior, Grade 7, Cooperative Learning, Group Activities, Inquiry, Science Education, Units of Study, Sharing Behavior, Qualitative Research
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: email@example.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 7; Junior High Schools; Middle Schools; Elementary Education; Secondary Education
Authoring Institution: N/A