Socially Shared Regulation and Performance in Group Work on Creativity Tasks: Analyzing Regulation Utterances
Socially Shared Regulation and Performance in Group Work on Creativity Tasks: Analyzing Regulation Utterances
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DOI：
10.5539/jel.v11n4p74
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发表时间：
2022-06
期刊：
影响因子：
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通讯作者：
Takamichi Ito;T. Umemoto
中科院分区：
文献类型：
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作者：
Takamichi Ito;T. Umemoto
本研究探讨了社会共享的学习调节（SSRL）和动机过程中的协作学习任务，需要创造力的信息通信技术工具的思维导图。30名大学生组成三个小组，面对面合作，产生创造性的想法。通过心理量表和话语分析，从定性和定量数据中获得了以下结果。在合作活动的中期，有一个显着的弱到中等的正相关关系之间的社会共享的认知调节，自我调节，共同调节，社会共享的调节的内在动机和深层次的调节话语。此外，行为投入与认知投入、监控与认知的SSRL以及三种动机调节模式之间存在显著的弱-中度相关。创造性的表现是显着和中度正相关的社会共享的认知调节和总频率的话语组。基于这些发现，在大学教育的实践中的影响进行了讨论，从社会共享调节的角度在协作学习。
This study examined socially shared regulation of learning (SSRL) and motivation processes in a collaborative learning task that required creativity using the ICT tool of mind mapping. Thirty university students formed three groups, collaborating face-to-face to generate creative ideas. The following results were obtained from qualitative and quantitative data using psychological scales and utterance analysis. In the middle phase of the collaborative activity, there was a significant weak-to-moderate positive correlation between socially shared regulation of cognition, self-regulation, co-regulation, and socially shared regulation of intrinsic motivation and a deep level of regulation utterances. Moreover, there were significant weak-to-moderate correlations between behavioral and cognitive engagement, SSRL of monitoring and cognition, and the three modes of motivational regulation. Creative performance was significantly and moderately positively associated with socially shared regulation of cognition and total frequency of utterances in the group. Based on these findings, the implications for practice in university education are discussed from the perspective of socially shared regulation in collaborative learning.