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Effective collaborative learning from Chinese students’ perspective: a qualitative study in a teacher-training course
16 references·0 citing·48 second hop
Effective collaborative learning from Chinese students’ perspective: a qualitative study in a teacher-training course (2020)Effective collaborative learning from Chi…Handbook of Human and Social Conditions in Assessment (2016)Handbook of Human and Social …The influence of academic self-efficacy on academic performance: A systematic review (2015)The influence of academic sel…Social Aspects of CSCL Environments: A Research Framework (2013)Social Aspects of CSCL Enviro…Self-Efficacy as an Engaged Learner (2012)Self-Efficacy as an Engaged L…Students’ experiences of active engagement through cooperative learning activities in lectures (2011)Students’ experiences of acti…On the Functional Properties of Perceived Self-Efficacy Revisited (2011)On the Functional Properties …Research on Motivation in Collaborative Learning: Moving Beyond the Cognitive–Situative Divide and Combining Individual and Social Processes (2010)Research on Motivation in Col…Emotion control in collaborative learning situations: Do students regulate emotions evoked by social challenges/ (2009)Emotion control in collaborat…Social Interdependence Theory and Cooperative Learning: The Teacher's Role (2007)Social Interdependence Theory…Choose Your Method: A Comparison of Phenomenology, Discourse Analysis, and Grounded Theory (2007)Choose Your Method: A Compari…Changing Practices in Chinese Cultures of Learning (2006)Changing Practices in Chinese…The "What" and "Why" of Goal Pursuits: Human Needs and the Self-Determination of Behavior (2000)The "What" and "Why" of Goal …Self-Efficacy: An Essential Motive to Learn (2000)Self-Efficacy: An Essential M…Constructivist learning environments in a crossnational study in Taiwan and Australia (2000)Constructivist learning envir…Monitoring constructivist classroom learning environments (1997)Monitoring constructivist cla…The Discovery of Grounded Theory: Strategies for Qualitative Research (1968)The Discovery of Grounded The…Self-efficacy: Toward a unifying theory of behavioral change. 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(2000)On Happiness and Human Potentials: A Review of Research on Hedonic and Eudaimonic Well-Being (2001)Self‐determination theory and work motivation (2005)Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions (2020)Social Foundations of Thought and Action : A Social Cognitive Theory (1985)Self-efficacy: the exercise of control (1997)What is conscientiousness and how can it be assessed? 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(1998)‘Unsatisfactory Saturation’: a critical exploration of the notion of saturated sample sizes in qualitative research (2012)Theme development in qualitative content analysis and thematic analysis (2016)Defining digital transformation: Results from expert interviews (2019)Preferred Reporting Items for Systematic Reviews and Meta-Analyses: The PRISMA Statement (2009)Comparing online and blended learner's self-regulated learning strategies and academic performance (2017)Effects of self-assessment on self-regulated learning and self-efficacy: Four meta-analyses (2017)Grit, self-efficacy, achievement orientation goals, and academic performance in University students (2019)Assessing the impact of planned social change (1979)A meta-analytic review of experiments examining the effects of extrinsic rewards on intrinsic motivation. (1999)High-Stakes Testing and Curricular Control: A Qualitative Metasynthesis (2007)A Century of Grading Research (2016)Understanding Sustainable Development Goal (SDG) 4 on “quality education” from micro, meso and macro perspectives (2019)A review of feedback models and typologies: Towards an integrative model of feedback elements (2021)What is Interactivity and is it Always Such a Good Thing? Implications of Definition, Person, and Situation for the Influence of Interactivity on Advertising Effectiveness (2002)The Four-Phase Model of Interest Development (2006)Early adolescents' perceptions of the classroom social environment, motivational beliefs, and engagement. (2007)Classrooms as Communities (1997)Disrupted Routines: Team Learning and New Technology Implementation in Hospitals (2001)Sample Size Policy for Qualitative Studies Using In-Depth Interviews (2012)
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References

  • 2000The "What" and "Why" of Goal Pursuits: Human Needs and the Self-Determination of Behavior34,111 cited
  • 1968The Discovery of Grounded Theory: Strategies for Qualitative Research6,679 cited
  • 2000Self-Efficacy: An Essential Motive to Learn4,287 cited
  • 2007Choose Your Method: A Comparison of Phenomenology, Discourse Analysis, and Grounded Theory2,528 cited
  • 2011On the Functional Properties of Perceived Self-Efficacy Revisited2,500 cited
  • 2015The influence of academic self-efficacy on academic performance: A systematic review1,552 cited
  • 1997Monitoring constructivist classroom learning environments559 cited
  • 2006Changing Practices in Chinese Cultures of Learning459 cited
  • 2016Handbook of Human and Social Conditions in Assessment447 cited
  • 2012Self-Efficacy as an Engaged Learner390 cited
  • 2010Research on Motivation in Collaborative Learning: Moving Beyond the Cognitive–Situative Divide and Combining Individual and Social Processes352 cited
  • 2011Students’ experiences of active engagement through cooperative learning activities in lectures318 cited
  • 2009Emotion control in collaborative learning situations: Do students regulate emotions evoked by social challenges/305 cited
  • 2007Social Interdependence Theory and Cooperative Learning: The Teacher's Role252 cited

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  • 2013Social Aspects of CSCL Environments: A Research Framework231 cited
  • 2000Constructivist learning environments in a crossnational study in Taiwan and Australia221 cited
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