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Co-regulation in collaborative learning: Grounded in achievement goal theory

Title
Co-regulation in collaborative learning: Grounded in achievement goal theory
Authors
Lim, Ji YoungLim, Kyu Yon
Ewha Authors
임규연
SCOPUS Author ID
임규연scopus
Issue Date
2020
Journal Title
INTERNATIONAL JOURNAL OF EDUCATIONAL RESEARCH
ISSN
0883-0355JCR Link
Citation
INTERNATIONAL JOURNAL OF EDUCATIONAL RESEARCH vol. 103
Keywords
Self-regulationCo-regulationOther-regulationAchievement goal orientationCollaborative learningStructural equation modeling
Publisher
ELSEVIER SCI LTD
Indexed
SSCI; SCOPUS WOS
Document Type
Article
Abstract
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.
DOI
10.1016/j.ijer.2020.101621
Appears in Collections:
사범대학 > 교육공학과 > Journal papers
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