We Will Succeed: How Varying Success Expectancies and Socially Shared Regulation Shape Students' Collaborative Learning.
Background: Collaborative learning offers benefits, but its potential is often undermined by motivational challenges. This study uses the situated expectancy‐value theory to explore how students' expectancies for success relate to group‐level regulation of learning during collaborative interactions....
| Publicado en: | Journal of Computer Assisted Learning Vol. 41; no. 3; pp. 1 - 20 |
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| Autores principales: | , , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Jun2025
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=185452167&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 185452167 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Jun2025 vid: 41 iid: 3 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 185452167 185452167 185452167 10.1111/jcal.70024 185452167 ppf: 1 ppct: 19 formats: tig: atl: We Will Succeed: How Varying Success Expectancies and Socially Shared Regulation Shape Students' Collaborative Learning. aug: au: Järvenoja, Hanna Törmänen, Tiina Turunen, Marjo Lehtoaho, Emma affil: Faculty of Education and Psychology, University of Oulu, Oulu, Finland sug: subj: Students, Middle School Psychosocial Factors Students, High School Psychosocial Factors Self Regulation Success Motivation Group Dynamics Learning Methods Outcomes of Education Human Adolescence Male Female Finland Qualitative Studies Exploratory Research Descriptive Statistics Collaboration Self Report Task Performance and Analysis Coding Content Analysis Cognition Interviews Mann-Whitney U Test Spearman's Rank Correlation Coefficient Cluster Analysis Student Experiences Adolescent: 13-18 years Male Female ab: Background: Collaborative learning offers benefits, but its potential is often undermined by motivational challenges. This study uses the situated expectancy‐value theory to explore how students' expectancies for success relate to group‐level regulation of learning during collaborative interactions. The study considers success expectancies both as a motivational condition for and a product of group‐level regulation during collaborative learning. Success expectancies are examined both as a condition for and a product of regulated learning, influencing students' engagement in motivation regulation and being shaped by it in turn. Objectives: This study aims to understand the interconnection between group‐level regulation and students' success expectancies during collaborative learning and how this sets the stage for learning outcomes. Methods: Forty‐eight eighth graders engaged in a four‐phase collaborative science task in small groups. Video recordings captured the groups' regulation, and each member completed situational self‐reports during different task phases. Stimulated recall interviews conducted after the task explored students' subjective justifications for variations in their situational expectancies for success. Employing multi‐channel sequence mining and clustering with mixture hidden Markov models, the study identified two types of group‐level regulation sequences: engaged in group‐level regulation and occasional cognitive group‐level regulation. Results and Conclusions: Findings revealed characteristics of group‐level regulation sequences and showed that frequent engagement in cognitive and motivation regulation is associated with more positive success expectancies during and after the task. Success expectancies emerged as both a motivational condition and product of SSRL, correlating with task performance. Qualitative interview findings provided further insights into students' expectancies, shedding light on the motivational dynamics of collaborative learning. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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