Hanna Järvenoja, Tiina Törmänen, Emma Lehtoaho, Marjo Turunen, Jasmiina Suoraniemi, Justin Edwards
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However, there is limited evidence on how students strategically influence each other's motivation through socially shared regulation of learning (SSRL).</p><p><strong>Aims: </strong>This study examined secondary school students' SSRL during collaborative learning, focusing on how groups regulate motivation and how these regulation processes influence individual situational motivation through peer interactions.</p><p><strong>Sample: </strong>The participants were 95 secondary school students (13-16 years) performing a collaborative science task in 31 groups.</p><p><strong>Methods: </strong>Collaborative learning was videotaped to capture motivation regulation from social interactions. Four times during the task, individual perceptions of peer influence on motivation and motivation regulation were collected with situational self-reports, and individual stimulated-recall interviews were conducted after the task.</p><p><strong>Results: </strong>The results showed that motivation regulation is embedded within broader SSRL processes. When motivation regulation coincided more likely with cognitive regulation, students perceived significantly higher peer influence on motivation. In interviews, students highlighted cognitive and social aspects of SSRL as crucial for their situational motivation but did not hardly recognize any direct motivation regulation strategies.</p><p><strong>Conclusions: </strong>This study contributes to the methodological advancements for studying motivation as situation- and context-specific, emphasizing the use of different data channels to capture the dynamic interplay between the individual- and group-level aspects throughout the learning process. 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引用次数: 0
摘要
背景:社会环境和同伴显著影响学生的学习动机,尤其是在合作学习环境中。然而,关于学生如何通过社会共享学习调节(social shared regulation of learning, SSRL)策略性地影响彼此动机的证据有限。目的:本研究考察了中学生协作学习过程中的SSRL行为,重点探讨群体如何调节动机,以及这些调节过程如何通过同伴互动影响个体情境动机。样本:参与者是95名中学生(13-16岁),在31个小组中执行一项合作科学任务。方法:对协作学习进行录像,捕捉来自社会互动的动机调节。在任务过程中,通过情境自我报告收集了四次个体对同伴影响对动机和动机调节的感知,并在任务结束后进行了个体刺激回忆访谈。结果:研究结果表明,动机调节嵌入在更广泛的SSRL过程中。当动机调节更可能与认知调节一致时,学生对动机的同伴影响显著增加。在访谈中,学生强调SSRL的认知和社会方面对他们的情境动机至关重要,但几乎没有认识到任何直接的动机调节策略。结论:本研究促进了将动机作为情境和语境的研究方法的进步,强调使用不同的数据渠道来捕捉整个学习过程中个人和群体层面之间的动态相互作用。在教育实践中,本研究支持同伴互动,特别是在协作学习中,在个体学生的动机中起着至关重要的作用。
Investigating peer influence on collaborative group members' motivation through the lens of socially shared regulation of learning.
Background: Social context and peers significantly impact students' motivation, especially in collaborative learning settings. However, there is limited evidence on how students strategically influence each other's motivation through socially shared regulation of learning (SSRL).
Aims: This study examined secondary school students' SSRL during collaborative learning, focusing on how groups regulate motivation and how these regulation processes influence individual situational motivation through peer interactions.
Sample: The participants were 95 secondary school students (13-16 years) performing a collaborative science task in 31 groups.
Methods: Collaborative learning was videotaped to capture motivation regulation from social interactions. Four times during the task, individual perceptions of peer influence on motivation and motivation regulation were collected with situational self-reports, and individual stimulated-recall interviews were conducted after the task.
Results: The results showed that motivation regulation is embedded within broader SSRL processes. When motivation regulation coincided more likely with cognitive regulation, students perceived significantly higher peer influence on motivation. In interviews, students highlighted cognitive and social aspects of SSRL as crucial for their situational motivation but did not hardly recognize any direct motivation regulation strategies.
Conclusions: This study contributes to the methodological advancements for studying motivation as situation- and context-specific, emphasizing the use of different data channels to capture the dynamic interplay between the individual- and group-level aspects throughout the learning process. For educational practice, this study supports the claim that peer interactions, particularly in collaborative learning, play a crucial role in individual students' motivation.
期刊介绍:
The British Journal of Educational Psychology publishes original psychological research pertaining to education across all ages and educational levels including: - cognition - learning - motivation - literacy - numeracy and language - behaviour - social-emotional development - developmental difficulties linked to educational psychology or the psychology of education