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The interplay between self- and social regulation in teams

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student interactions. The central research theme is how supervisors use diagnostic and

intervention strategies in supervision meetings as well as throughout the supervision process to (1) adapt to studentsí needs and (2) to promote SRL in undergraduate research projects doing video-observations and interviews.

Self-regulated skills during homework in primary school: A learning diary study Quantitative methods,Student learning,Self-regulation,Social sciences,Primary

education,Motivation and emotion

Valerie Thomas, Vrije Universiteit Brussel (VUB), Belgium; Hilde Van Keer, Ghent University, Belgium; Sabrina Vandevelde, Ghent University, Belgium; Jeltsen Peeters, Vrije Universiteit Brussel, Belgium; Ankelien Kindekens, Vrije Universiteit Brussel, Belgium; Free De Backer, Vrije Universiteit Brussel, Belgium; Koen Lombaerts, Vrije Universiteit Brussel, Belgium; Self-regulated learning (SRL) becomes increasingly important in education and can be

effectively stimulated by teachers. Under certain conditions, homework is perceived facilitative for studentsí SRL development. Nonetheless, only few studies investigate SRL in the context of primary school homework. Hence, the present study aims to depict primary studentsí use of SRL strategies during their homework. Moreover the study is an intervention study that examines the role of learning diaries and teacher feedback on studentsí SRL development. This is studied making use of a learning diary approach and self-report questionnaire (CP-SRL). In total, 30 sixth graders of primary education in Flanders (Belgium) participated. The respondents were divided into three groups. Students of the first group (n=18) filled out a learning diary during three weeks and received three times a week teacher feedback on their learning process, based on their diary notes. Students belonging to the second conditional group (n=6) composed a learning diary without obtaining feedback. Students who were assigned to the third condition (n=6) kept no learning diary. The research results show that students make quite extensive use of self-regulatory strategies during their homework. Slightly increasing trends in the use of SRL

strategies are observed when the teacher is providing feedback on the learning diaries. However, keeping a learning diary and the teacherís feedback on the learning process appear to have only a limited effect on the degree of studentsí SRL.

The interplay between self- and social regulation in teams

Content analysis,Assessment methods and tools,Self-regulation,Social aspects of learning,Social interaction,Workplace learning

Marijn Wijga, University of Twente, Netherlands; Maaike Endedijk, University of Twente, Netherlands; Peter Sleegers, Twente University, Netherlands;

Research has suggested that the regulation of learning processes in teams is a key factor in enhancing team and organizational innovativeness. The present study explores the different combinations of (self- and social) regulatory processes that take place during team work and how teams differ in the quality of these regulation processes. We investigated the regulation processes of 10 teacher teams from one Dutch university that are implementing a new curriculum.

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Observations of team meetings were used to measure the interaction between self- and social regulated learning of team members in the context of a university curriculum innovation. The poster will display an adequate and valid analysis tool with which the performance of teams can be explained based on the occurrence of different types and combinations of regulation processes during team meetings. This will be illustrated with empirical evidence. In addition, the results will show whether the expected occurrence of the four types of regulation activities (ignored, accepted, shared, and co-constructed) is reflected by the data.

Types of Promotion-oriented versus Prevention-oriented Self-Regulation, precursors and outcome

Design based research,Assessment methods and tools,Achievement,Developmental processes,Goal orientation,Self-regulation

Diana Klinger, University of Vienna, Austria; Brigitte Rollett, Universitat Wien, Austria; Arnd Florack, University of Vienna, Austria; Peter Muehlbauer, University of Vienna, Austria; Wolfram Rollett, University of Education Freiburg , Germany;

In his Regulatory-Focus-Theory E.T. Higgins postulated two RF-types characterized by either ìPromotion-î or ìPrevention-orientedî self-regulation. The aim of this presentation is to

investigate whether these exist, using the data of the longitudinal study ìFamily Development in the Course-of-Lifeî(N=175 families; t1: 6th month pregnancy; t2: childís age 3 months; t3: 3 years; t4: 8; t5: 11; t6: 15; t7: 18; t8: 22 years, N=141 families) and employing Lockwood/s General-Regulatory-Focus-Measure. Regression analysis with Promotion-oriented SR as dependent variable (R2=.291) evinced significant results for anger (t4, Beta=.308, p=.001), conscientiousness (t6, Beta=.316, p=.001), experiential openness (t7, Beta=.243, p=.014). Results with Prevention-oriented-SR (R2=.314): birthweight (Beta=-.260, p=.003), anger (t4, Beta=.202, p=.030). Clusteranalysis led not to two, but four SR-clusters. Subjects typically employed both Pro-SR and Pre-SR, but differed significantly in extent and proportion of their usage (Pro-SR: F=21.490, p=.000; Pre-SR: F=206.538, p=.000): Clusters 2 and 4 differed in extent of Pro-SR (Cl2: middle, Cl4: high-level) but had characteristically low scores in Pre-SR. Clusters 1 and 3 used Pro-SR and Pre-SR in a balanced way (Cl1: middle, Cl3: high-level). Already at t5, the later RF-Groups differed in their scholastic achievements (German: F=3.86, p=.011; Mathematics: F=4.35, p=.006; English: F=2.60, p=.056). The most favourable results were achieved by the students in the high-level Pro-SR Cluster 4, the least favourable in the high-level balanced Cluster 3. Clusters 1 and 2 held middle positions. This general pattern continued throughout all waves and the additional variables studied. The consequences of these results for RF-theory and intervention will be discussed in the presentation.

Relation between help-seeking from social sources and the quality of student-teacher relationship

Developmental processes,Learning and developmental difficulties,Self-regulation,Social aspects of learning

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