Group Learning or Learning Group? A Longitudinal Social Network Analysis on Group-Regulated Learning (Poster 34)

• In Event: AERA Poster Session Ten
  In Poster Session: Studying and Self-Regulated Learning SIG Poster Session

Abstract

After four decades of research and theory development, it can be stated that Self-Regulated Learning (SRL) and Socially-Shared Regulated Learning (SSRL) are central educational principles for the successful learning of students. This is especially the case in higher education as learners are expected to be more autonomous in their learning and increasingly required to collaborate in small groups over a longer period. In this study, longitudinal questionnaire data from 80 university students over a course of 6 weeks were analyzed by stochastic-actor-oriented-models (SAOM). The question of how metacognitive regulation develops over time and which social factors are responsible for this change was investigated. Findings suggest that both individual and group structural factors are relevant for successful metacognitive regulation.

Author

• Mathias Mejeh, University of Bern
  Presenting Author