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Productive group engagement in cognitive activity and metacognitive regulation during collaborative learning: can it explain differences in students’ conceptual understanding?
16 references·16 citing·47 second hopsampled
Productive group engagement in cognitive activity and metacognitive regulation during collaborative learning: can it explain differences in students’ conceptual understanding? (2014)Productive group engagement in cognitive …Handbook of Self-Regulation of Learning and Performance (2017)Handbook of Self-Regulation o…Self-Regulated, Co-Regulated, and Socially Shared Regulation of Learning (2015)Self-Regulated, Co-Regulated,…Self and social regulation of learning during collaborative activities in the classroom: The interplay of individual and group cognition (2012)Self and social regulation of…Socially Shared Regulation in Collaborative Groups: An Analysis of the Interplay Between Quality of Social Regulation and Group Processes (2011)Socially Shared Regulation in…Self-Regulation, Coregulation, and Socially Shared Regulation: Exploring Perspectives of Social in Self-Regulated Learning Theory (2011)Self-Regulation, Coregulation…Interactions of Metacognition With Motivation and Affect in Self-Regulated Learning: The MASRL Model (2011)Interactions of Metacognition…The cognitive underpinnings of effective teamwork: A meta-analysis. (2010)The cognitive underpinnings o…Socially shared metacognition of dyads of pupils in collaborative mathematical problem-solving processes (2010)Socially shared metacognition…Measuring Cognitive and Metacognitive Regulatory Processes During Hypermedia Learning: Issues and Challenges (2010)Measuring Cognitive and Metac…Theoretical, conceptual, methodological, and instructional issues in research on metacognition and self-regulated learning: A discussion (2009)Theoretical, conceptual, meth…Self- and Social Regulation in Learning Contexts: An Integrative Perspective (2009)Self- and Social Regulation i…An Educational Psychology Success Story: Social Interdependence Theory and Cooperative Learning (2009)An Educational Psychology Suc…High-level co-regulation in collaborative learning: How does it emerge and how is it sustained? (2008)High-level co-regulation in c…When Smart Groups Fail (2003)When Smart Groups FailStructuring Peer Interaction to Promote High-Level Cognitive Processing (2002)Structuring Peer Interaction …Effects of Small-Group Learning on Undergraduates in Science, Mathematics, Engineering, and Technology: A Meta-Analysis (1999)Effects of Small-Group Learni…Revisiting the Metacognitive and Affective Model of Self-Regulated Learning: Origins, Development, and Future Directions (2024)Revisiting the Metacognitive …Human‐ AI collaboration: Designing artificial agents to facilitate socially shared regulation among learners (2024)Human‐ AI collaboration: Desi…How multiple levels of metacognitive awareness operate in collaborative problem solving (2023)How multiple levels of metaco…An automated group learning engagement analysis and feedback approach to promoting collaborative knowledge building, group performance, and socially shared regulation in CSCL (2023)An automated group learning e…Reflective journaling and metacognitive awareness: insights from a longitudinal study in higher education (2020)Reflective journaling and met…How does monitoring set the stage for adaptive regulation or maladaptive behavior in collaborative learning? (2020)How does monitoring set the s…A situative turn in the conversation on motivation theories (2020)A situative turn in the conve…The effects of group metacognitive scaffolding on group metacognitive behaviors, group performance, and cognitive load in computer-supported collaborative learning (2019)The effects of group metacogn…Knowledge co-construction activities and task-related monitoring in scripted collaborative learning (2019)Knowledge co-construction act…Emotional regulation in collaborative learning: when do higher education students activate group level regulation in the face of challenges? (2019)Emotional regulation in colla…Cognitive and Socio-Emotional Interaction in Collaborative Learning: Exploring Fluctuations in Students’ Participation (2019)Cognitive and Socio-Emotional…Group metacognition in online collaborative learning: validity and reliability of the group metacognition scale (GMS) (2018)Group metacognition in online…Facilitating socio-cognitive and socio-emotional monitoring in collaborative learning with a regulation macro script – an exploratory study (2017)Facilitating socio-cognitive …Individual contributions in student-led collaborative learning: Insights from two analytical approaches to explain the quality of group outcome (2016)Individual contributions in s…Understanding Regulated Learning in Situative and Contextual Frameworks (2015)Understanding Regulated Learn…Exploring evolutions in reciprocal peer tutoring groups' socially shared metacognitive regulation and identifying its metacognitive correlates (2015)Exploring evolutions in recip…Mind in Society: The Development of Higher Psychological Processes (1978)Case Study Research: Design and Methods (1984)Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. 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(1979)Social Foundations of Thought and Action : A Social Cognitive Theory (1985)Formative Assessment: Assessment Is for Self-regulated Learning (2012)The use of scoring rubrics for formative assessment purposes revisited: A review (2013)What makes a good student? How emotions, self-regulated learning, and motivation contribute to academic achievement. (2013)Handbook of Industrial and Organizational Psychology. (1977)The file drawer problem and tolerance for null results. (1979)Justice at the millennium: A meta-analytic review of 25 years of organizational justice research. (2001)Metaphor No More: A 15-Year Review of the Team Mental Model Construct (2010)Do Team and Individual Debriefs Enhance Performance? A Meta-Analysis (2012)Inclusive leadership: Realizing positive outcomes through belongingness and being valued for uniqueness (2017)Steps to an Ecology of Mind (1973)Situated Cognition and the Culture of Learning (1989)Scaffolding Complex Learning: The Mechanisms of Structuring and Problematizing Student Work (2004)Conducting Video Research in the Learning Sciences: Guidance on Selection, Analysis, Technology, and Ethics (2010)The ICAP Framework: Linking Cognitive Engagement to Active Learning Outcomes (2014)Understanding Student Learning (1984)The Construction of Shared Knowledge in Collaborative Problem Solving (1995)Academic Emotions in Students' Self-Regulated Learning and Achievement: A Program of Qualitative and Quantitative Research (2002)Teacher learning in the context of educational innovation: Learning activities and learning outcomes of experienced teachers (2009)Procrastination, participation, and performance in online learning environments (2010)A nation at risk (1983)Statistical Methods for Meta-Analysis (1988)Does Active Learning Work? 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References

  • 2009An Educational Psychology Success Story: Social Interdependence Theory and Cooperative Learning2,709 cited
  • 1999Effects of Small-Group Learning on Undergraduates in Science, Mathematics, Engineering, and Technology: A Meta-Analysis1,941 cited
  • 2017Handbook of Self-Regulation of Learning and Performance1,820 cited
  • 2003When Smart Groups Fail1,443 cited
  • 2011Interactions of Metacognition With Motivation and Affect in Self-Regulated Learning: The MASRL Model1,208 cited
  • 2010The cognitive underpinnings of effective teamwork: A meta-analysis.1,017 cited
  • 2011Self-Regulation, Coregulation, and Socially Shared Regulation: Exploring Perspectives of Social in Self-Regulated Learning Theory603 cited
  • 2015Self-Regulated, Co-Regulated, and Socially Shared Regulation of Learning506 cited
  • 2008High-level co-regulation in collaborative learning: How does it emerge and how is it sustained?466 cited
  • 2009Self- and Social Regulation in Learning Contexts: An Integrative Perspective374 cited
  • 2010Measuring Cognitive and Metacognitive Regulatory Processes During Hypermedia Learning: Issues and Challenges325 cited
  • 2009Theoretical, conceptual, methodological, and instructional issues in research on metacognition and self-regulated learning: A discussion320 cited
  • 2002Structuring Peer Interaction to Promote High-Level Cognitive Processing319 cited

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2010
Socially shared metacognition of dyads of pupils in collaborative mathematical problem-solving processes
314 cited
  • 2011Socially Shared Regulation in Collaborative Groups: An Analysis of the Interplay Between Quality of Social Regulation and Group Processes307 cited
  • 2012Self and social regulation of learning during collaborative activities in the classroom: The interplay of individual and group cognition230 cited
  • Cited by

    • 2019Cognitive and Socio-Emotional Interaction in Collaborative Learning: Exploring Fluctuations in Students’ Participation151 cited
    • 2015Understanding Regulated Learning in Situative and Contextual Frameworks140 cited
    • 2020A situative turn in the conversation on motivation theories139 cited
    • 2019Emotional regulation in collaborative learning: when do higher education students activate group level regulation in the face of challenges?130 cited
    • 2019The effects of group metacognitive scaffolding on group metacognitive behaviors, group performance, and cognitive load in computer-supported collaborative learning117 cited
    • 2024Human‐ AI collaboration: Designing artificial agents to facilitate socially shared regulation among learners111 cited
    • 2017Facilitating socio-cognitive and socio-emotional monitoring in collaborative learning with a regulation macro script – an exploratory study108 cited
    • 2020Reflective journaling and metacognitive awareness: insights from a longitudinal study in higher education107 cited
    • 2023How multiple levels of metacognitive awareness operate in collaborative problem solving96 cited
    • 2015Exploring evolutions in reciprocal peer tutoring groups' socially shared metacognitive regulation and identifying its metacognitive correlates89 cited
    • 2023An automated group learning engagement analysis and feedback approach to promoting collaborative knowledge building, group performance, and socially shared regulation in CSCL87 cited
    • 2024Revisiting the Metacognitive and Affective Model of Self-Regulated Learning: Origins, Development, and Future Directions82 cited
    • 2018Group metacognition in online collaborative learning: validity and reliability of the group metacognition scale (GMS)80 cited
    • 2019Knowledge co-construction activities and task-related monitoring in scripted collaborative learning74 cited
    • 2020How does monitoring set the stage for adaptive regulation or maladaptive behavior in collaborative learning?73 cited
    • 2016Individual contributions in student-led collaborative learning: Insights from two analytical approaches to explain the quality of group outcome66 cited