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

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Learning and Instruction Volume 38, Number 1, ISSN 0959-4752 Publisher: Elsevier Ltd

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.

Citation

De Backer, L., Van Keer, H. & Valcke, M. (2015). Exploring evolutions in reciprocal peer tutoring groups' socially shared metacognitive regulation and identifying its metacognitive correlates. Learning and Instruction, 38(1), 63-78. Elsevier Ltd. Retrieved December 14, 2019 from .

This record was imported from Learning and Instruction on January 29, 2019. Learning and Instruction is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.learninstruc.2015.04.001

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