University of Twente Student Theses
The Relationship Between Self-Regulated Learning (SRL) and Socially Shared Regulation of Learning (SSRL) during Collaborative Learning.
Nijboer, E.D. (2022) The Relationship Between Self-Regulated Learning (SRL) and Socially Shared Regulation of Learning (SSRL) during Collaborative Learning.
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| Abstract: | A reoccurring topic in educational psychology is the use of strategies in which students regulate their learning. Attention to this topic increases because there is a consensus that successful learners adopt a variety of cognitive, behavioural and motivational strategies to steer and improve their learning processes (Panadero et al., 2015). In self-regulated learning (SRL), students take an active role in their learning process. Research on this has commonly focused on individual students (Zimmerman, 2002). When students collectively steer their work in a group, then they engage in socially shared regulation of learning (SSRL) (Panadero & Järvelä, 2015). This study tested the relationship between students’ individual level of SRL and their contribution to SSRL during collaborative learning. Moreover, this study tested if individual differences in prior knowledge influence students’ contribution to SSRL, and if a collaboration script for guiding collaborative learning influences SSRL. Data was collected from six grade primary school students in the Netherlands. Spearman’s correlations, and non- and parametric tests were used for data analyses. The results revealed no significant results. Future research is needed to investigate if other individual differences affect how students collaborate in a group, and if students need specific training or tools to engage in SSRL. |
| Item Type: | Essay (Master) |
| Faculty: | BMS: Behavioural, Management and Social Sciences |
| Subject: | 81 education, teaching |
| Programme: | Educational Science and Technology MSc (60023) |
| Link to this item: | https://purl.utwente.nl/essays/91186 |
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