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dc.contributor.authorKempler, Toni
dc.contributor.authorLinnenbrink-Garcia, Lisa
dc.date.accessioned2019-07-20T23:49:52Z
dc.date.accessioned2020-01-09T18:38:14Z-
dc.date.available2019-07-20T23:49:52Z
dc.date.available2020-01-09T18:38:14Z-
dc.date.issued2007-07
dc.identifier.citationKempler, T. & Linnenbrink-Garcia, L. (2007). Exploring Self-Regulation in Group Contexts. In Chinn, C. A., Erkens, G., & Puntambekar, S. (Eds.), The Computer Supported Collaborative Learning (CSCL) Conference 2007, Volume 8, Part 1 (pp. 357-360). New Brunswick, NJ, USA: International Society of the Learning Sciences.en_US
dc.identifier.urihttps://doi.dx.org/10.22318/cscl2007.357
dc.identifier.urihttps://repository.isls.org//handle/1/3365-
dc.description.abstractResearch on group processes that advances student learning has the potential to support current efforts aimed at introducing technological innovations into classrooms that encourage student collaboration. The current study focuses specifically on group processes that emerge during collaborative learning by exploring how groups use behavioral and cognitive regulation when working on collaborative tasks. Within our analyses, we examined evidence for group self- regulation among two 4-person groups of sixth grade students while they worked on three different group activities as part of a mathematics unit on statistics and graphing. Results suggest that groups made consistent efforts at regulating their learning and engagement, but that the overall quality of group regulation varied. In addition, our findings support the application of the general categories of behavioral and cognitive regulation to regulatory processes in groups, but suggest that specific aspects of self-regulation may be especially important in group contexts.en_US
dc.language.isoenen_US
dc.publisherInternational Society of the Learning Sciences, Inc.en_US
dc.titleExploring Self-Regulation in Group Contextsen_US
dc.typePapersen_US
Appears in Collections:CSCL 2007

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