Sara Ahola, Jonna Malmberg & Hanna Järvenoja (2023) Investigating the relation of higher education students’ situational self-efficacy beliefs to participation in group level regulation of learning during a collaborative task, Cogent Education, 10:1, DOI: 10.1080/2331186X.2022.2164241
Investigating the relation of higher education students’ situational self-efficacy beliefs to participation in group level regulation of learning during a collaborative task
|Author:||Ahola, Sara1; Malmberg, Jonna1; Järvenoja, Hanna1|
1Faculty of Education and Psychology, P.O.Box 2000, 90014 University of Oulu, Oulu, Finland
|Online Access:||PDF Full Text (PDF, 1 MB)|
|Persistent link:|| http://urn.fi/urn:nbn:fi-fe2023081094590
|Publish Date:|| 2023-08-10
Understanding the role individual beliefs play when the group faces challenge is key in understanding the shared regulation processes and participation that lead to collaborative learning success. As of now, there is not much research focusing on how self-efficacy plays a role in regulation taking place in collaborative group settings. Therefore, the aim of this study is to explore how situational self-efficacy beliefs relate to students’ participation in group level regulation during a collaborative task. The study involved 18 university students working in groups on a computer-based collaborative task. Repeated self-reports measuring group members’ self-efficacy were related to performance feedback from the task as well as participation in group level regulation identified from videotaped collaborative working. The results showed that self-efficacy varied depending on the nature of performance feedback. In addition, the way students participated in regulation was connected with their level of self-efficacy: low self-efficacy was associated with taking a passive role in regulation whereas high self-efficacy was associated with taking an active role. The study suggests that situational self-efficacy beliefs are associated with the participation roles during group level regulation, thus being of practical concern for educators seeking to support learners’ self-efficacy and active participation in collaborative learning.
|Type of Publication:||
A1 Journal article – refereed
|Field of Science:||
516 Educational sciences
This work was supported by Academy of Finland [grant number 297686 and 308809].
|Academy of Finland Grant Number:||
297686 (Academy of Finland Funding decision)
308809 (Academy of Finland Funding decision)
© 2023 The Author(s). This open access article is distributed under a Creative Commons Attribution (CC-BY) 4.0 license.