Exploring Socially Shared Regulation Processes in Peer Tutoring: Focusing on the Functions of Tutor Utterances

Abstract

This study quantitatively and qualitatively examined socially shared regulation processes in peer tutoring. Participants were 22 teacher-candidate university students assigned to 11 peer-tutoring pairs. Peer tutoring included two sessions, in which one student was the tutor and another the tutee. Participants completed a socially shared regulation of learning (SSRL) scale before peer tutoring and an academic engagement measurement afterward. Moreover, peer tutoring sessions were videotaped. Students were divided into two groups, based on high and low SSRL scores, and verbal protocols were analyzed. Tutoring utterances were analyzed and categorized by the following social regulation functions, namely “orientation,” “monitoring,” and “evaluation,” while distinguishing between deep- or surface-level. Tutors in high-SSRL groups adopted deep-level orientation more than low-SSRL groups. Qualitative analysis indicated deep-level orientation played a key role in peer tutoring. Additionally, regarding motivational factors, high-SSRL groups showed stronger agentic and cognitive engagement than low-SSRL groups. The implications for teacher-candidate university education are discussed.

A systematic review of the role of teachers’ support in promoting socially shared regulatory strategies for learning

“…Table 1 describes the main characteristics (authors, study design, aim and sample) of the included papers, ordered according to sample’s school level. Five studies were conducted on primary school children, from grade 1 to 5 ( Kupers et al, 2015 ; Heritage, 2018 ; Zhang and Wu, 2020 ; Hogenkamp et al, 2021 ; Tao and Zhang, 2021 ), eight studies on secondary school children ( Erdogan, 2018 ; Järvenoja et al, 2019 ; Lobczowski et al, 2020 ; Quackenbush and Bol, 2020 ; Zakiah and Fajriadi, 2020 ; Fitriyana et al, 2021 ; Li et al, 2022 ; Sobocinski et al, 2022 ), and three studies involved university students ( Yoon et al, 2021 ; Zheng et al, 2021 ; Ito and Umemoto, 2022 ).…”

“…According to the research methods characteristics, nine studies had a mixed-methods study design assessing the impact of SSRL on students’ autonomy ( Kupers et al, 2015 ), on chemistry hybrid learning and achievement ( Fitriyana et al, 2021 ), and the effects on learning and behavior during collaborative and co-organized activities and tasks ( Quackenbush and Bol, 2020 ; Zhang and Wu, 2020 ; Hogenkamp et al, 2021 ; Tao and Zhang, 2021 ; Zheng et al, 2021 ; Ito and Umemoto, 2022 ; Sobocinski et al, 2022 ). Five studies adopted a quantitative design method exploring the effects of shared regulation on computational thinking ( Li et al, 2022 ), the relation between students’ self-regulation and the individual language learning strategies ( Erdogan, 2018 ), how the negative socio-emotional interactions of the groups could be related to the individual emotions during a collaborative task ( Järvenoja et al, 2019 ), the effects of the self-regulated learning in mathematics ( Zakiah and Fajriadi, 2020 ) and in flipped classrooms ( Yoon et al, 2021 ).…”