How Peers Can Support Each Other’s Self-Regulation: Investigating the Relationship Between Self- and Coregulated Learning

• In Event: Poster Session 17
  In Poster Session: Social Influences on Learning

Abstract

This study examined the use of collaborative interdisciplinary authentic tasks as a context in which learners develop and use self-regulated learning (SRL) processes. Participants included sixty-four students from a U.S. middle school whose residents are largely from low-income families. Students worked in groups to design and carry out an authentic, interdisciplinary project over a nine-week period. A Hierarchical Linear Modeling (HLM) analysis suggested that students’ individual SRL increased over the course of the project and that co-regulated learning (CRL) moderated this relationship.

Author

• Nicole DiDonato-Barnes, Montclair State University