Co-regulation in collaborative learning: Grounded in achievement goal theory
- 주제(키워드) Self-regulation , Co-regulation , Other-regulation , Achievement goal orientation , Collaborative learning , Structural equation modeling
- 주제(기타) Education & Educational Research
- 설명문(일반) [Lim, Ji Young; Lim, Kyu Yon] Ewha Womans Univ, Dept Educ Technol, 52 Ewhayeodae Gil, Seoul 03760, South Korea
- 등재 SSCI, SCOPUS
- 발행기관 ELSEVIER SCI LTD
- 발행년도 2020
- 총서유형 Journal
- URI http://www.dcollection.net/handler/ewha/000000174633
- 본문언어 영어
- Published As http://dx.doi.org/10.1016/j.ijer.2020.101621
초록/요약
This paper examines the relationship between achievement goal orientation and co-regulation. Co-regulation, a concept that has been expanded from self-regulation, describes diverse types of individual- and group-level regulation in collaborative learning. Relationships between three achievement goal orientations (mastery, performance-approach, and performance-avoidance) and two individual-level co-regulation factors (self-regulation in collaborative learning and other-regulation) were hypothesized and examined via structural equation modeling (N = 410). The results demonstrate that mastery goal orientation positively affected both self-regulation in collaborative learning and other-regulation, while performance-approach and avoidance goal orientation had no significant regression path to both self-regulation in collaborative learning and other-regulation. The results showed that mastery goal orientation plays a predominant, positive role when learners regulate themselves as well as others in collaboration.
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