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 |
|---|---|
| Autores principales: | , , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Jun2025
|
| Acceso en línea: | Ver este registro en EBSCOhost |