Socially shared regulation of learning and quality of talk: Age differences in collaborative group work in classroom contexts

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dc.catalogadordfo
dc.contributor.authorGrau Cárdenas, Valeska Valentina
dc.contributor.authorLorca De Urarte, Amaya Belén
dc.contributor.authorAraya, Carolina
dc.contributor.authorUrrutia Carrere, Sofía
dc.contributor.authorRíos Infante, Dominga
dc.contributor.authorMontagna Letelier, Pietro Guillermo
dc.contributor.authorIbaceta Guzmán, Miguel Angel
dc.date.accessioned2024-04-17T14:59:30Z
dc.date.available2024-04-17T14:59:30Z
dc.date.issued2018
dc.description.abstractCollaborative group work has been recognized as a way of fostering the development of metacognition and self- regulation. Moreover, it has been claimed that these regulatory processes have an interpersonal level in which the regulation of the activity is shared with others (Iiskala et al., 2004). There has also been a considerable body of research on talk within small groups in the classroom. This approach has built a considerable amount of research, given the demonstrated effect of certain types of talk on academic learning. However, very few studies look at both aspects of collaboration Mercer, 2013). The present research aims to investigate the relationship between socially shared regulation of learning SSRL) and type of talk. Two hundred and thirty- one groups of three students were videotaped solving a problem in collaboration. Videos were analyzed qualifying exploratory talk and two dimensions of SSRL: metacognitive regulation and symmetry and reciprocity. Results show that the dimensions of SSRL and quality of talk correlate significantly when the whole sample is considered. However, when the sample is segmented by age, differential patterns start to emerge. Theoretical, methodological, and practical implications are discussed. (c) 2018 Wiley Periodicals, Inc.
dc.fuente.origenConveris
dc.fuente.origenORCID
dc.identifier.doi10.1002/cad.20261
dc.identifier.issn1520-3247
dc.identifier.scopusidSCOPUS_ID:2-s2.0-85056354945
dc.identifier.urihttps://onlinelibrary.wiley.com/doi/10.1002/cad.20261
dc.identifier.urihttps://repositorio.uc.cl/handle/11534/85156
dc.information.autorucEscuela de Psicología; Grau Cardenas Valeska Valentina; 0000-0002-4487-838X; 10537
dc.information.autorucEscuela de Psicología; Lorca De Urarte Amaya Belen; S/I; 179411
dc.information.autorucEscuela de Psicología; Urrutia Carrere Sofia; S/I; 186448
dc.information.autorucEscuela de Psicología; Rios Infante Dominga; S/I; 172032
dc.information.autorucEscuela de Psicología; Montagna Letelier Pietro Guillermo; S/I; 206348
dc.information.autorucEscuela de Psicología; Ibaceta Guzman Miguel Angel; S/I; 179922
dc.issue.numero162
dc.language.isoen
dc.nota.accesoContenido parcial
dc.pagina.final39
dc.pagina.inicio11
dc.revistaNew Directions for Child and Adolescent Development
dc.rightsacceso restringido
dc.subject.ddc370
dc.subject.deweyEducaciónes_ES
dc.titleSocially shared regulation of learning and quality of talk: Age differences in collaborative group work in classroom contexts
dc.typeartículo
sipa.codpersvinculados10537
sipa.codpersvinculados179411
sipa.codpersvinculados186448
sipa.codpersvinculados172032
sipa.codpersvinculados206348
sipa.codpersvinculados179922
sipa.trazabilidadConveris;20-07-2021
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