Research on the Development Trajectory of College Students' Self-Regulated Learning in Collaborative Problem Solving: An Analysis Based on Quantitative Ethnography

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Abstract

Self-regulated learning is an essential skill for college students in both individual and group learning contexts. This study aims to systematically record and describe the dynamic development process of college students' self-regulated learning abilities during collaborative problem solving. The findings reveal that students in the high collaborative problem-solving ability group focus on task execution, with the frequency of monitoring learning behaviors increasing with progress and adjusting corresponding stage goals. In contrast, students in the low collaborative problem-solving ability group initially focus on goal setting and task execution, and emphasize monitoring behaviors in the middle and later stages. Both groups show relatively few self-reflection and evaluation behaviors.

Authors

• Yujie Xu, East China Normal University

• Junyang Liu, East China Normal University

• Yixin Hao, East China Normal University

• Chengliang Wang, East China Normal University

• Bian Wu, East China Normal University