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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