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Collaborative Learning Groups' Adoption of Shared Metacognitive Regulation: Examining the Impact of Structuring versus Reflection-Provoking Support and Its Relation with Group Performance
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De Backer, Liesje; Van Keer, Hilde; Valcke, Martin – European Journal of Psychology of Education, 2021
This study investigates (1) the impact of structuring versus reflection-provoking support on university students' adoption of socially shared metacognitive regulation (SSMR) during face-to-face peer tutoring (PT) and (2) the relation between SSMR and group performance. A quasi-experimental design was adopted, involving 72 educational sciences…
Descriptors: College Students, Cooperative Learning, Communities of Practice, Metacognition
Do You Reap What You Sow? The Relationship between Primary School Students' Self-Regulated Learning and Student, Teacher, and School Determinants
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Heirweg, Sofie; De Smul, Mona; Merchie, Emmelien; Devos, Geert; Van Keer, Hilde – School Effectiveness and School Improvement, 2021
Notwithstanding the importance of self-regulated learning (SRL), several studies have shown that schools and teachers struggle to promote SRL. Also, many students encounter difficulties with effectively regulating their learning. Therefore, the present study explores potential hampering and supporting factors for SRL implementation by…
Descriptors: Correlation, Elementary School Students, Metacognition, Self Efficacy
Is Collaborative Learners' Adoption of Metacognitive Regulation Related to Students' Content Processing Strategies and the Level of Transactivity in Their Peer Discussions?
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De Backer, Liesje; Van Keer, Hilde; Valcke, Martin – European Journal of Psychology of Education, 2017
The present study investigates collaborative learners' adoption of key regulation activities (i.e., orienting, planning, monitoring, and evaluating) and a deep-level regulation approach in relation to characteristics of their collaboration on the cognitive and communicative level. More specifically, the correlation of collaborative learners'…
Descriptors: Metacognition, Correlation, Peer Teaching, Cognitive Processes
Socially Shared Metacognitive Regulation during Reciprocal Peer Tutoring: Identifying Its Relationship with Students' Content Processing and Transactive Discussions
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De Backer, Liesje; Van Keer, Hilde; Valcke, Martin – Instructional Science: An International Journal of the Learning Sciences, 2015
Although successful collaborative learning requires socially shared metacognitive regulation (SSMR) of the learning process among multiple students, empirical research on SSMR is limited. The present study contributes to the emerging research on SSMR by examining its correlation with both collaborative learners' content processing strategies and…
Descriptors: Peer Teaching, Tutoring, Metacognition, Cooperative Learning