Scaffolding under the Microscope: Applying Self-Regulation and Other-Regulation Perspectives to a Scaffolded Task
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| Title: | Scaffolding under the Microscope: Applying Self-Regulation and Other-Regulation Perspectives to a Scaffolded Task |
|---|---|
| Language: | English |
| Authors: | Leith, Georgia (ORCID |
| Source: | British Journal of Educational Psychology. Jun 2018 88(2):174-191. |
| Availability: | Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| Publication Date: | 2018 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Metacognition, Scaffolding (Teaching Technique), Mothers, Parent Child Relationship, Video Technology, Puzzles, Task Analysis, Coding, Scores, Comparative Analysis, Learning Processes, Infants, Family Relationship, Toys, Tutoring |
| DOI: | 10.1111/bjep.12178 |
| ISSN: | 0007-0998 |
| Abstract: | Background: Typical scaffolding coding schemes provide overall scores to compare across a sample. As such, insights into the scaffolding process can be obscured: the child's contribution to the learning; the particular skills being taught and learned; and the overall changes in amount of scaffolding over the course of the task. Aims: This study applies a transition of regulation framework to scaffolding coding, using a self-regulation and other-regulation coding scheme, to explore how rich and detailed data on mother-child dyadic interactions fit alongside collapsed sample-level scores. Sample: Data of 78 mother-child dyads (M age = 9 years 10 months) from the Sisters and Brothers Study (SIBS: Pike et al., 2006, Family relationships in middle childhood. National Children's Bureau/Joseph Rowntree Foundation) were used for this analysis. Methods: Videos of the mother and child completing a multiple-trial block design puzzle task at home were coded for their different self- and other-regulation skills at the end of every block design trial. Results: These constructs were examined at a sample level, providing general findings about typical patterns of self-regulation and other-regulation. Seven exemplar families at different ends of the spectrum were then extracted for fine-grained examination, showing substantial trial- and behaviour-related differences between seemingly similarly scoring families. Conclusion: This coding scheme demonstrated the value of exploring perspectives of a mother-child tutoring task aligned to the concept of other-regulation, and investigating detailed features of the interaction that go undetected in existing scaffolding coding schemes. |
| Abstractor: | As Provided |
| Entry Date: | 2018 |
| Accession Number: | EJ1178918 |
| Database: | ERIC |
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| Abstract: | Background: Typical scaffolding coding schemes provide overall scores to compare across a sample. As such, insights into the scaffolding process can be obscured: the child's contribution to the learning; the particular skills being taught and learned; and the overall changes in amount of scaffolding over the course of the task. Aims: This study applies a transition of regulation framework to scaffolding coding, using a self-regulation and other-regulation coding scheme, to explore how rich and detailed data on mother-child dyadic interactions fit alongside collapsed sample-level scores. Sample: Data of 78 mother-child dyads (M age = 9 years 10 months) from the Sisters and Brothers Study (SIBS: Pike et al., 2006, Family relationships in middle childhood. National Children's Bureau/Joseph Rowntree Foundation) were used for this analysis. Methods: Videos of the mother and child completing a multiple-trial block design puzzle task at home were coded for their different self- and other-regulation skills at the end of every block design trial. Results: These constructs were examined at a sample level, providing general findings about typical patterns of self-regulation and other-regulation. Seven exemplar families at different ends of the spectrum were then extracted for fine-grained examination, showing substantial trial- and behaviour-related differences between seemingly similarly scoring families. Conclusion: This coding scheme demonstrated the value of exploring perspectives of a mother-child tutoring task aligned to the concept of other-regulation, and investigating detailed features of the interaction that go undetected in existing scaffolding coding schemes. |
|---|---|
| ISSN: | 0007-0998 |
| DOI: | 10.1111/bjep.12178 |
