22 SES 02 D, Teaching, Learning and Assessment in Higher Education
Parallel Paper Session
Learners’ skills do not fully explain student achievement. Self-regulated learning is also a factor that can explain achievement differences among students. Self-regulated learning refers to the process by which learners personally activate and sustain cognitions, affects, and behaviors that are systematically oriented toward the attainment of learning goals (Schunk & Zimmerman, 2008). These processes can appear at an individual or a group level. However, research on self-regulated learning has been focusing on individual level, overlooking the specificities of collective self-regulated learning.
Still, there is a growing attention for collaborative work. Group work has become a conerstone of organizational life and it is increasingly being capitalized on in educational settings (Akkerman & al., 2007). In many countries higher education students often work in peer groups on long-term tasks, such as project-based learning, for which ability to collectively self-regulate is paramount to achieve success (Silen & Uhlin, 2008). Research into sociocognitive conflict has shown that relational regulations focused on competence evaluation are less beneficial than epistemic regulations focused on task resolution and progress. If competence is at stake (competence threat), benefits from confrontations can be undermined (Buchs & al., 2004). Furthermore, collective efficacy might be a major variable underlying goal striving (Bandura, 1997, Guzzo & al., 1993). Therefore, it would be useful to gain insight into the processes underlying an efficient collective self-regulation. More specifically, one of the more challenging issue is to develop a consistent taxonomy of the self-regulation strategies group may use to control their motivation, cognition and emotion. For this goal to be achieved, research can use as a starting point taxonomies designed for individual self-regulated learning (e.g Corno, 2001 ; Pintrich, 1999). However, these taxonomies do not explore how students face with difficulty to get to work or to foster self-efficacy. One of the aims of this study is to shed light on these issues.
Akkerman, S. & al.,(2007):Reconsidering group cognition: from conceptual confusion to a boudary area between cognitive and socio-cultural perspectives ? Educational Research Review, 2, 39-63. Bandura, A. (1997): Self-efficacy: the exercise of control. New York: W.H. Freeman and Company. Buchs, C., Butera, F., Mugny, G., & Darnon, C. (2004): Conflict elaboration and conflict outcomes, Theory into Practice, 1, 23-30. Corno, L. (2001). Volitional aspects of self-regulated learning. In Zimmerman, B. & Schunk, D. (Eds.), Self-regulated learning and academic achievement : theoretical perspectives (191-225). Mawhaw, NJ : Lawrence Erlbaum. Guzzo,R., & al. (1993). Potency in groups: articulating a construct. British Journal of Social Psychology, 32, 87-97. Pintrich, P. (1999). Taking control of research on volitional control : challenges for future theory and research. Learning and Individual Differences, 11(3), 335-354 Schunk, D., & Zimmerman, B. (2008): Motivation and self-regulated learning, New York, Lawrence Erlbaum. Silen, C., & Uhlin, L. (2008): Self-directed learning - a learning issue for students and faculty! Teaching in Higher Education, 13, 461-475). Zimmerman, B. (2000): Attaining self-regulation : a social-cognitive perspective. In M. Boekaerts, P. Pintrich & M. Zeidner (Eds.), Handbook of self-regulation (13-39). San Diego, CA : Academic Press.
- Search for keywords and phrases in "Text Search"
- Restrict in which part of the abstracts to search in "Where to search"
- Search for authors and in the respective field.
- For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
- If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.