Bringing Out-of-School Learning into the Classroom: Self- versus Peer-Monitoring of Learning Behaviour

Autor/inn/en	Larsen, Yelva C.; Groß, Jorge; Bogner, Franz X.
Titel	Bringing Out-of-School Learning into the Classroom: Self- versus Peer-Monitoring of Learning Behaviour
Quelle	In: Education Sciences, 10 (2020), Artikel 284 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Groß, Jorge) ORCID (Bogner, Franz X.)
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2227-7102
Schlagwörter	Foreign Countries; Secondary School Students; Peer Influence; Cognitive Processes; Student Behavior; Affective Behavior; Sustainability; Self Management; Exhibits; Competence; Self Efficacy; Anxiety; Student Motivation; Inquiry; Personal Autonomy; Learner Engagement; Predictor Variables; Sustainable Development; Fuels; Program Effectiveness; Germany + Suchen Sie Ihr Suchwort? Ausland; Sekundarschüler; Cognitive process; Kognitiver Prozess; Student behaviour; Schülerverhalten; Affective disturbance; Active behaviour; Affektive Störung; Nachhaltigkeit; Selbstmanagement; Kompetenz; Self-efficacy; Selbstwirksamkeit; Angst; Schulische Motivation; Individuelle Autonomie; Prädiktor; Nachhaltige Entwicklung; Treibstoff; Deutschland
Abstract	Based on classroom management fostering autonomy support and intrinsic motivation, this study examines effects of reciprocal peer-monitoring of learning behaviours on cognitive and affective outcomes. Within our study, 470 German secondary school students between 13 and 16 years of age participated in a multimodal hands- and minds-on exhibition focusing on renewable resources. Three groups were separated and monitored via a pre-post-follow up questionnaire: the first conducted peer-monitoring with the performance of specific roles to manage students' learning behaviours, the second accomplished a self-monitoring strategy, while the third group did not visit the exhibition. In contrast to the latter control group, both treatment groups produced a high increase in short- and long-term knowledge achievement. The peer-monitored group scored higher in cognitive learning outcomes than the self-monitored group did. Interestingly, the perceived level of choice did not differ between both treatment groups, whereas peer-monitoring increased students' perceived competence and simultaneously reduced the perceived level of anxiety and boredom. Peer-monitoring realised with the performance of specific roles seems to keep students "on task" without lowering indicators for students' intrinsic motivation. Herewith, we are amongst the first to suggest peer-monitoring as a semi-formal learning approach to balance between teacher-controlled instruction and free-choice exploration. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01