How Are Achievement Goals Associated with Self-, Co-, and Socially Shared Regulation in Collaborative Learning?
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| Title: | How Are Achievement Goals Associated with Self-, Co-, and Socially Shared Regulation in Collaborative Learning? |
|---|---|
| Language: | English |
| Authors: | Greisel, Martin (ORCID |
| Source: | Educational Psychology. 2023 43(4):384-402. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 19 |
| Publication Date: | 2023 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Undergraduate Students, Academic Achievement, Goal Orientation, Cooperative Learning, Student Motivation, Learning Strategies, Mastery Learning, Performance, Achievement Need, Foreign Countries |
| Geographic Terms: | Germany |
| DOI: | 10.1080/01443410.2023.2211751 |
| ISSN: | 0144-3410 1469-5820 |
| Abstract: | It has been suggested that self-organized study groups need to regulate their learning at three levels: the self-, the co-, and the socially shared level. Yet, little is known about how individual learner characteristics influence these regulation processes. In this study, we investigate how students' achievement goals are associated with regulation processes within groups. Two hundred and seventy-seven undergraduates were asked to imagine being part of a self-organized study group with comprehension-related and motivational problems and to name strategies they would apply to regulate their learning in this situation in an open-ended format. Achievement goals were measured using a standardised questionnaire. Results indicated that mastery- and performance-approach goals are positively associated with regulatory effort across all three levels of regulation. Performance-avoidance goals seem to have no significant relationship with regulatory effort. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| Accession Number: | EJ1390157 |
| Database: | ERIC |
| Abstract: | It has been suggested that self-organized study groups need to regulate their learning at three levels: the self-, the co-, and the socially shared level. Yet, little is known about how individual learner characteristics influence these regulation processes. In this study, we investigate how students' achievement goals are associated with regulation processes within groups. Two hundred and seventy-seven undergraduates were asked to imagine being part of a self-organized study group with comprehension-related and motivational problems and to name strategies they would apply to regulate their learning in this situation in an open-ended format. Achievement goals were measured using a standardised questionnaire. Results indicated that mastery- and performance-approach goals are positively associated with regulatory effort across all three levels of regulation. Performance-avoidance goals seem to have no significant relationship with regulatory effort. |
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| ISSN: | 0144-3410 1469-5820 |
| DOI: | 10.1080/01443410.2023.2211751 |
