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Exploring evolutions in reciprocal peer tutoring groups' socially shared metacognitive regulation and identifying its metacognitive correlates.

Authors :
De Backer, Liesje
Van Keer, Hilde
Valcke, Martin
Source :
Learning & Instruction. Aug2015, Vol. 38, p63-78. 16p.
Publication Year :
2015

Abstract

The present study contributes to the emerging research on socially shared metacognitive regulation (SSMR). It investigates which regulation behaviour (i.e. particular skills and low- versus deep-level regulation) is associated with a socially shared regulation focus and identifies time-bound evolutions in individually-oriented metacognitive regulation, co-regulation, and SSMR. More specifically, higher education reciprocal peer tutoring (RPT) groups are studied. All sessions of a semester-long RPT-intervention of five randomly selected RPT-groups were videotaped (70 h of recordings). Time-bound evolutions are studied by means of mixed models for logistic regression analysis allowing change points, whereas binary logistic regressions are used to examine the relation between RPT-groups' socially shared regulation focus and their regulation skills and approaches. The results indicate that RPT-groups demonstrate a significant positive evolution in SSMR and tutee-prompted co-regulation, and a significant negative evolution in tutor-prompted co-regulation. Their socially shared regulation focus is particularly correlated with orientation, monitoring, and deep-level regulation. [ABSTRACT FROM AUTHOR]

Details

Language :
English
ISSN :
09594752
Volume :
38
Database :
Academic Search Index
Journal :
Learning & Instruction
Publication Type :
Academic Journal
Accession number :
102919983
Full Text :
https://doi.org/10.1016/j.learninstruc.2015.04.001