How do social interaction and group-level regulation shape task perceptions in collaborative learning task?
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| Title: | How do social interaction and group-level regulation shape task perceptions in collaborative learning task? |
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| Authors: | Vuorenmaa, Eija (AUTHOR), Nguyen, Andy (AUTHOR), Järvelä, Sanna (AUTHOR) |
| Source: | Scandinavian Journal of Educational Research. Oct2025, Vol. 69 Issue 6, p1190-1206. 17p. |
| Subjects: | Social interaction, Collaborative learning, Task analysis, Mental work, Secondary school students, Social dynamics |
| Abstract: | This study explored patterns of social interaction and group-level regulation in terms of co- and socially shared regulation in collaborative learning and their relation to learners' metacognitive task perceptions. 72 secondary school students performed collaborative physics tasks in small groups over multiple 90-minute sessions. Video recordings (∼148.5 h) of collaborative interactions and pre- and post- situated self-reports of learners' task perceptions were collected. The collaborative sessions were clustered and collaborative interaction patterns were examined. Finally, learners' task perceptions in the clusters were investigated. The results showed different collaborative interaction patterns and differences in learners' task perceptions between the clusters. The main finding is that continuous active participation in socioemotional interactions alongside cognitive-focused interactions and appropriate group-level regulation of learning positively influence learners' perceived task understanding. These findings add to current understanding of collaborative interactions as temporal processes and contribute to practical implications for supporting collaborative interactions to enhance metacognitive skills. [ABSTRACT FROM AUTHOR] |
| Copyright of Scandinavian Journal of Educational Research is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | This study explored patterns of social interaction and group-level regulation in terms of co- and socially shared regulation in collaborative learning and their relation to learners' metacognitive task perceptions. 72 secondary school students performed collaborative physics tasks in small groups over multiple 90-minute sessions. Video recordings (∼148.5 h) of collaborative interactions and pre- and post- situated self-reports of learners' task perceptions were collected. The collaborative sessions were clustered and collaborative interaction patterns were examined. Finally, learners' task perceptions in the clusters were investigated. The results showed different collaborative interaction patterns and differences in learners' task perceptions between the clusters. The main finding is that continuous active participation in socioemotional interactions alongside cognitive-focused interactions and appropriate group-level regulation of learning positively influence learners' perceived task understanding. These findings add to current understanding of collaborative interactions as temporal processes and contribute to practical implications for supporting collaborative interactions to enhance metacognitive skills. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 00313831 |
| DOI: | 10.1080/00313831.2024.2394409 |
