When Do Collaborative Learners Share Metacognitive Regulation? A Study of Reciprocal Peer Tutoring Groups

• In Event: 49.089 - Poster Session 9
  In Poster Session: 49.089-5 - Self-Regulation in Diverse Contexts

Abstract

The present study contributes to the emerging research on socially shared metacognitive regulation (SSMR). It investigates which regulation behaviour (i.e. particular skills and low- versus deep-level approaches to regulation) is associated with SSMR. More specifically, SSMR in higher education reciprocal peer tutoring (RPT) groups is studied. All sessions of a semester-long RPT-intervention of five randomly selected RPT-groups were videotaped (70h of recordings). Binary logistic regressions are used to examine the relation between SSMR and RPT-groups’ particular regulation skills and regulative approaches. The results indicate that SSMR is significantly positively correlated with orientation and monitoring, whereas planning and evaluation are hardly socially shared. Further, deep-level metacognitive regulation is stronger associated with SSMR, as compared to low-level regulation.

Authors

• Liesje De Backer, Ghent University

• Hilde Van Keer, Ghent University

• Martin M. Valcke, Ghent University