We Will Succeed: How Varying Success Expectancies and Socially Shared Regulation Shape Students' Collaborative Learning

IF 5.1 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Computer Assisted Learning Pub Date : 2025-04-25 DOI:10.1111/jcal.70024

Hanna Järvenoja, Tiina Törmänen, Marjo Turunen, Emma Lehtoaho

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引用次数: 0

Abstract

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.

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我们会成功：不同的成功期望和社会共享规则如何塑造学生的协作学习

协作学习有很多好处，但它的潜力往往被动机挑战所破坏。本研究运用情境期望-价值理论探讨学生对成功的期望与合作互动中群体层面学习调节的关系。本研究认为，成功期望既是协作学习过程中群体层面调节的动机条件，也是群体层面调节的产物。成功期望被视为规范学习的条件和产物，影响学生对动机规范的参与，并反过来被其塑造。本研究旨在了解合作学习过程中群体水平调节与学生成功期望之间的相互关系，以及这如何为学习成果奠定基础。方法48名八年级学生以小组为单位进行四阶段合作科学任务。录像记录了小组的规则，每个成员在不同的任务阶段完成情境自我报告。任务完成后进行的刺激回忆访谈探讨了学生对成功情境预期变化的主观解释。采用多通道序列挖掘和混合隐马尔可夫模型聚类方法，确定了两种类型的群体水平调节序列：参与群体水平调节和偶尔认知群体水平调节。结果与结论研究结果揭示了群体水平调节序列的特征，并表明频繁参与认知和动机调节与任务期间和任务后更积极的成功期望相关。成功期望既是一种动机条件，也是SSRL的产物，与任务绩效相关。定性访谈结果提供了对学生期望的进一步了解，揭示了协作学习的动机动态。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Computer Assisted Learning EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

9.70

自引率

6.00%

发文量

116

期刊介绍： The Journal of Computer Assisted Learning is an international peer-reviewed journal which covers the whole range of uses of information and communication technology to support learning and knowledge exchange. It aims to provide a medium for communication among researchers as well as a channel linking researchers, practitioners, and policy makers. JCAL is also a rich source of material for master and PhD students in areas such as educational psychology, the learning sciences, instructional technology, instructional design, collaborative learning, intelligent learning systems, learning analytics, open, distance and networked learning, and educational evaluation and assessment. This is the case for formal (e.g., schools), non-formal (e.g., workplace learning) and informal learning (e.g., museums and libraries) situations and environments. Volumes often include one Special Issue which these provides readers with a broad and in-depth perspective on a specific topic. First published in 1985, JCAL continues to have the aim of making the outcomes of contemporary research and experience accessible. During this period there have been major technological advances offering new opportunities and approaches in the use of a wide range of technologies to support learning and knowledge transfer more generally. There is currently much emphasis on the use of network functionality and the challenges its appropriate uses pose to teachers/tutors working with students locally and at a distance. JCAL welcomes: -Empirical reports, single studies or programmatic series of studies on the use of computers and information technologies in learning and assessment -Critical and original meta-reviews of literature on the use of computers for learning -Empirical studies on the design and development of innovative technology-based systems for learning -Conceptual articles on issues relating to the Aims and Scope