Please use this identifier to cite or link to this item:
|Title:||How groups regulate their learning: The influence of achievement goals on self-, co- and shared regulation strategies|
|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.|
|Appears in Collections:||ICLS 2018|
Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.