The Interaction between Cognitive and Motivational Co-regulated Processes on a Collaborative Task

By Nicole DiDonato.

Published by The Learner Collection

Format Price
Article: Print $US10.00
Article: Electronic $US5.00

Co-regulated learning (CRL) describes the social processes group members employ to regulate their shared work on a joint task. While recent research has certainly added to our understanding of CRL, most studies have focused on either co-regulation of cognitive (e.g., planning, monitoring, evaluation) or motivational (e.g., efficacy, attributions) processes ignoring the interaction between these processes. This study examined cognitive and motivational instances of co-regulation within two, sixth grade collaborative groups (N=8) in order to explain how these processes inter-related and co-occurred. Results of the analysis indicated that agreement and interest led to sustained co-regulation of cognitive processes, while verbal put-downs thwarted it. Understanding how cognitive and motivational processes co-occur and interact not only adds to our understanding of CRL, but can be used in practice to improve how peers interact within collaborative contexts.

Keywords: Co-regulation, Collaboration

The International Journal of Learning, Volume 18, Issue 1, pp.463-476. Article: Print (Spiral Bound). Article: Electronic (PDF File; 819.385KB).

Dr. Nicole DiDonato

Assistant Professor, Educational Foundations, Montclair State University, Montclair, NJ, USA

Dr. DiDonato is an Assistant Professor at Montclair State University in New Jersey, USA. Her research interests include examining how peers can potentially support the development of each other’s self-regulated learning through co-regulated efforts on collaborative tasks. Dr. DiDonato has also published research investigating teacher-supports and task characteristics that sustain and develop students’ self-regulation in middle school classrooms.

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