A preliminary study on socially shared regulation during online collaborative mathematics learning

Shukor, Nurbiha A.; Abu, Mohd Salleh; Ahmad, Norazlina

doi:10.1109/ic3e.2015.7403477

Cited by 2 publications

(3 citation statements)

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“…The game portrays the collaborative and individual dynamics of classroom activities, and the individual performance in a math problem reflects students' competencies, including those developed in group tasks. Such transferability of learning, with regard to contexts and formats, has been suggested by several authors (Hadwin et al, 2017;Shukor et al, 2015).…”

Section: Methodsmentioning

confidence: 75%

“…Self-regulation, co-regulation, and socially shared regulation appear to co-occur during online tasks (Shukor et al, 2015). This is most likely because performance requires group observation and assessing task response accuracy, which cannot be achieved solely through self-and co-regulation.…”

Section: Methodsmentioning

confidence: 99%

“…When an individual notices a group's error, shared regulation occurs. Once they have socially regulated the new information, individuals engage in selfregulation (Shukor et al, 2015). Accordingly, research has suggested that other individuals' perspectives can be applied to build and shape individual knowledge, which may be reflected in students' learning.…”

Section: Methodsmentioning

confidence: 99%

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Self-Regulated Learning and Working Memory Determine Problem-Solving Accuracy in Math

Ferreira

Simão

et al. 2022

Span. J. Psychol.

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This study aims to understand the role of self-regulated learning (SRL) and its different processes in the relationship between working memory (WM) and problem-solving accuracy in math in primary school children. A sample of 269 primary school children (Mage = 8.84, SD = 0.81, 58% boys) participated in this study. Tasks were used as intervention resources to assess children’s WM (i.e., reading and computation span tasks), SRL (i.e., a digital game), and performance (i.e., the performance in the game, as well as a traditional math problem). Through structural equation modeling, results revealed that WM predicted children’s SRL and their problem-solving accuracy in math, such that those with higher capability for temporary storage attained better accuracy. Accordingly, children’s SRL explained the relationship between WM capacity and problem-solving accuracy in math; such that the indirect effect of WM capacity through SRL was lower on problem-solving accuracy in math. Results indicated that the planning phase was a greater indicator of students’ SRL in problem-solving accuracy in math. These results highlight the importance of SRL competencies in explaining children’s performance in problem-solving in math.

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Section: Methodsmentioning

confidence: 75%

Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

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