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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 0000-0002-9586-5714), Melzner, Nadine (ORCID 0000-0002-8801-1016), Kollar, Ingo (ORCID 0000-0001-9257-5028), Dresel, Markus (ORCID 0000-0002-2131-3749)
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
FullText Text:
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  Data: How Are Achievement Goals Associated with Self-, Co-, and Socially Shared Regulation in Collaborative Learning?
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  Data: <searchLink fieldCode="AR" term="%22Greisel%2C+Martin%22">Greisel, Martin</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-9586-5714">0000-0002-9586-5714</externalLink>)<br /><searchLink fieldCode="AR" term="%22Melzner%2C+Nadine%22">Melzner, Nadine</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-8801-1016">0000-0002-8801-1016</externalLink>)<br /><searchLink fieldCode="AR" term="%22Kollar%2C+Ingo%22">Kollar, Ingo</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-9257-5028">0000-0001-9257-5028</externalLink>)<br /><searchLink fieldCode="AR" term="%22Dresel%2C+Markus%22">Dresel, Markus</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-2131-3749">0000-0002-2131-3749</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Educational+Psychology%22"><i>Educational Psychology</i></searchLink>. 2023 43(4):384-402.
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  Data: 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
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  Data: <searchLink fieldCode="DE" term="%22Undergraduate+Students%22">Undergraduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Goal+Orientation%22">Goal Orientation</searchLink><br /><searchLink fieldCode="DE" term="%22Cooperative+Learning%22">Cooperative Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Motivation%22">Student Motivation</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Strategies%22">Learning Strategies</searchLink><br /><searchLink fieldCode="DE" term="%22Mastery+Learning%22">Mastery Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Performance%22">Performance</searchLink><br /><searchLink fieldCode="DE" term="%22Achievement+Need%22">Achievement Need</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Germany%22">Germany</searchLink>
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  Data: 10.1080/01443410.2023.2211751
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  Data: 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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