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ERIC Number: EJ927081
Record Type: Journal
Publication Date: 2011
Pages: 25
Abstractor: As Provided
Reference Count: 0
ISBN: N/A
ISSN: ISSN-1467-9620
Socially Constructed Self-Regulated Learning and Motivation Regulation in Collaborative Learning Groups
Jarvela, Sanna; Jarvenoja, Hanna
Teachers College Record, v113 n2 p350-374 2011
Background/Context: Most of the earlier empirical findings deal with motivation regulation in individual learning situations. This study identifies higher education students' socially constructed motivation regulation in collaborative learning and stresses that regulation of motivation is crucial in socially self-regulated learning because motivation is constantly shaped and reshaped as the activity unfolds. Purpose of Study: The purpose of the study is to identity higher education students' socially constructed motivation regulation in collaborative learning This was studied by collecting data about the students' (N = 16) experiences of situation-specific social challenges in collaborative learning groups and observing what the students do to overcome these challenges. Research Design: The study is a qualitative, multimethod study. Three methods namely, adaptive instrument, video-tapings, and group interviews were used to assess the individual- and group-level perspectives on those situations that the students felt were challenging and thus possibly activated joint regulation of motivation. Conclusions: Motivation regulation can be identified as a socially constructed activity, and the importance of regulation of motivation in socially self-regulated learning is discussed.
Teachers College, Columbia University. P.O. Box 103, 525 West 120th Street, New York, NY 10027. Tel: 212-678-3774; Fax: 212-678-6619; e-mail: tcr@tc.edu; Web site: http://www.tcrecord.org
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A