通过社会共享的学习规则的透视来研究同行对协作小组成员动机的影响
Hanna Järvenoja1, Tiina Törmänen1, Emma Lehtoaho1
1Faculty of Education and Psychology, University of Oulu, Oulu, Finland.
The British journal of educational psychology
|February 19, 2025
概括
学生通过学习的社会共享调节 (SSRL) 战略性地影响彼此在协作学习的动机. 同行互动,特别是与认知调节相关联时,在小组任务中显著提高了个人动机.
科学领域:
- 教育心理学教育心理学
- 社会学习理论社会学习理论
- 协作式学习是一种协作式学习.
背景情况:
- 社会背景和同龄人对学生的动机有深远的影响,特别是在协作学习环境中.
- 关于学生如何使用社会共享的学习调节 (SSRL) 来战略性地影响彼此的动机,目前的研究有限.
研究的目的:
- 在协作科学任务中调查中学学生的SSRL.
- 通过同行互动,研究群体如何调节动机及其对个人情境动机的影响.
主要方法:
- 95名中学生 (13-16岁) 在31个小组中共同完成科学任务.
- 录制的协作会议捕捉了与激励调节相关的社会互动.
- 情境自我报告和刺激回忆采访评估了同行影响和动机调节.
主要成果:
- 激励监管是更广泛的SSRL流程的组成部分.
- 当动机调节与认知调节保持一致时,学生报告说同龄人对动机的影响更高.
- 学生认为认知和社会SSRL方面是激励的关键,但不是直接的激励调节策略.
结论:
- 该研究推进了分析特定情况和特定背景动机的方法.
- 利用多种数据道捕捉到学习中的个人和团体层次之间的动态相互作用.
- 在协作学习中同行互动对于提高学生个体动机至关重要.
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