Please use this identifier to cite or link to this item:
https://repository.isls.org//handle/1/734
Title: | How groups regulate their learning: The influence of achievement goals on self-, co- and shared regulation strategies |
Authors: | Greisel, Martin Melzner, Nadine Kollar, Ingo Dresel, Markus |
Issue Date: | Jul-2018 |
Publisher: | International Society of the Learning Sciences, Inc. [ISLS]. |
Citation: | Greisel, M., Melzner, N., Kollar, I., & Dresel, M. (2018). How groups regulate their learning: The influence of achievement goals on self-, co- and shared regulation strategies. In Kay, J. and Luckin, R. (Eds.) Rethinking Learning in the Digital Age: Making the Learning Sciences Count, 13th International Conference of the Learning Sciences (ICLS) 2018, Volume 3. London, UK: International Society of the Learning Sciences. |
Abstract: | Study groups need to regulate learning on three levels: the self-, the co- and the socially shared level. We investigated how students’ achievement goals are associated with regulation processes within groups. N = 277 students were asked to imagine being part of a group with low prior knowledge and low study motivation and to name regulation strategies they would apply. Results indicated that mastery and performance-approach goals played a positive role in predicting regulatory effort. |
URI: | https://doi.dx.org/10.22318/cscl2018.1561 https://repository.isls.org//handle/1/734 |
Appears in Collections: | ICLS 2018 |
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