协同学习中社会互动状态的顺序模式

IF 3 3区心理学 Q2 MANAGEMENT

Small Group Research Pub Date : 2022-12-01 DOI:10.1177/10464964221137524

Eija Vuorenmaa, Sanna Järvelä, M. Dindar, H. Järvenoja

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引用次数: 3

摘要

本研究探讨了合作学习过程中群体层面学习调节的社会互动状态序列模式。参与者是中学生（N = 92）执行协作物理任务。对录像会议的参与、社会互动和集体层面的共同和社会共享监管类型进行了分析。结果表明，群体层面的调节在包括认知和社会情感互动以及整个群体参与在内的社会互动状态中最为频繁地出现，这也是最频繁地导致和遵循调节的原因。研究结果强调了共同参与社会互动对协作小组环境中学习调节的作用。

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Sequential Patterns in Social Interaction States for Regulation in Collaborative Learning

This study explored sequential patterns in social interaction states for group-level regulation of learning during collaborative learning. The participants were secondary school students (N = 92) performing collaborative physics tasks. The videotaped sessions were analyzed regarding participation, social interaction, and group-level regulation types of co- and socially shared regulation. The results show that group-level regulation emerged most frequently in social interaction state that included cognitive and socioemotional interaction and whole-group participation, which also led to and followed regulation most frequently. The findings highlight the role of joint participation in social interactions for regulation of learning in collaborative group settings.

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来源期刊

Small Group Research Multiple-

CiteScore

6.70

自引率

5.40%

发文量

期刊介绍： Policy: Small Group Research is an international and interdisciplinary journal presenting research, theoretical advancements, and empirically supported applications with respect to all types of small groups. Through advancing the systematic study of small groups, this journal seeks to increase communication among all who are professionally interested in group phenomena.