Literaturnachweis - Detailanzeige
Autor/inn/en | Dindar, Muhterem; Malmberg, Jonna; Järvelä, Sanna; Haataja, Eetu; Kirschner, Paul A. |
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Titel | Matching Self-Reports with Electrodermal Activity Data: Investigating Temporal Changes in Self-Regulated Learning |
Quelle | In: Education and Information Technologies, 25 (2020) 3, S.1785-1802 (18 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Dindar, Muhterem) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1360-2357 |
DOI | 10.1007/s10639-019-10059-5 |
Schlagwörter | Metacognition; Learning Processes; Academic Achievement; Computer Assisted Instruction; Cooperative Learning; Correlation; Learning Activities; Physiology; Teaching Methods; Student Motivation; Self Control; Behavior Change Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Learning process; Lernprozess; Schulleistung; Computer based training; Computerunterstützter Unterricht; Kooperatives Lernen; Korrelation; Lernaktivität; Physiologie; Teaching method; Lehrmethode; Unterrichtsmethode; Schulische Motivation; Selbstbeherrschung |
Abstract | This study investigated the interplay of temporal changes in self-regulated learning processes (i.e., behavioral, cognitive, motivational and emotional) and their relationship with academic achievement in computer-supported collaborative learning. The study employed electrodermal activity and self-report data to capture the dynamicity of self-regulated learning processes during 15 sessions of collaborative learning activities. Our findings revealed that the changes in motivational regulation was related to academic achievement. However, academic achievement was not related to behavioral regulation, cognitive regulation or emotional regulation. Physiological synchrony among the collaborating students was found to be related only to cognitive regulation. The results also showed that the concordance of self-report data among the collaborating students was related to higher physiological synchrony among them in the behavioral, cognitive, and motivational dimensions of self-regulated learning. The findings reflect the complexity of the relationships between self-regulated learning constructs and demonstrates the potential value of physiological measures in self-regulated learning research. (As Provided). |
Anmerkungen | Springer. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |