How are achievement goals associated with self-, co-, and socially shared regulation in collaborative learning?

References

• Bardach, L., Oczlon, S., Pietschnig, J., & Lüftenegger, M. (2020). Has achievement goal theory been right? A meta-analysis of the relation between goal structures and personal achievement goals. Journal of Educational Psychology, 112(6), 1197–1220. https://doi.org/10.1037/edu0000419
   Web of Science ®Google Scholar
• Barrera, A. E., & Schuster, B. (2018). Cross-domain effects of achievement goals: social costs and benefits. European Journal of Psychology of Education, 33(2), 319–336. 10.1007/s10212-017-0333-1
   Web of Science ®Google Scholar
• Baranik, L. E., Barron, K. E., & Finney, S. J. (2010). Examining specific versus general measures of achievement goals. Human Performance, 23(2), 155–172. https://doi.org/10.1080/08959281003622180
   Web of Science ®Google Scholar
• Baranik, L. E., Stanley, L. J., Bynum, B. H., & Lance, C. E. (2010). Examining the construct validity of mastery-avoidance achievement goals: A meta-analysis. Human Performance, 23(3), 265–282. https://doi.org/10.1080/08959285.2010.488463
   Web of Science ®Google Scholar
• Butler, R. (2006). An achievement goal perspective on student help seeking and teacher help giving in the classroom: Theory, research, and educational implications. In S. A. Karabenick & R. S. Newman (Eds.), Help seeking in academic settings: Goals, groups, and contexts (pp. 15–44). Lawrence Erlbaum Associates.
   Google Scholar
• Cellar, D. F., Stuhlmacher, A. F., Young, S. K., Fisher, D. M., Adair, C. K., Haynes, S., Twichell, E., Arnold, K. A., Royer, K., Denning, B. L., & Riester, D. (2011). Trait goal orientation, self-regulation, and performance: A meta-analysis. Journal of Business and Psychology, 26(4), 467–483. https://doi.org/10.1007/s10869-010-9201-6
   Web of Science ®Google Scholar
• Chi, M. T. H., & Wylie, R. (2014). The ICAP framework: Linking cognitive engagement to active learning outcomes. Educational Psychologist, 49(4), 219–243. https://doi.org/10.1080/00461520.2014.965823
   Web of Science ®Google Scholar
• Cohen, E. G. (1994). Restructuring the classroom: Conditions for productive small groups. Review of Educational Research, 64(1), 1–35. https://doi.org/10.3102/00346543064001001
   Web of Science ®Google Scholar
• Daumiller, M., Dickhäuser, O., & Dresel, M. (2019). University instructors’ achievement goals for teaching. Journal of Educational Psychology, 111(1), 131–148. https://doi.org/10.1037/edu0000271
   Web of Science ®Google Scholar
• Elliot, A. J., & Harackiewicz, J. M. (1996). Approach and avoidance achievement goals and intrinsic motivation: A mediational analysis. Journal of Personality and Social Psychology, 70(3), 461–475. https://doi.org/10.1037/0022-3514.70.3.461
   Web of Science ®Google Scholar
• Elliot, A. J., & McGregor, H. A. (2001). A 2 × 2 achievement goal framework. Journal of Personality and Social Psychology, 80(3), 501–519. https://doi.org/10.1037/0022-3514.80.3.501
   PubMed Web of Science ®Google Scholar
• Engelschalk, T., Steuer, G., & Dresel, M. (2015). Wie spezifisch regulieren Studierende ihre Motivation bei unterschiedlichen Anlässen? [How specifically do students regulate their motivation on different occasions?] Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 47(1), 14–23. https://doi.org/10.1026/0049-8637/a000120
   Web of Science ®Google Scholar
• Friedrich H. F., Lernstrategien: Zur Strukturierung des Forschungsfelds [Learning strategies: Toward structuring the research field], Mandl, Heinz, Friedrich, Helmut Felix (Eds.), Hogrefe, Germany, 2006, 1, 23.
   Google Scholar
• Greisel, M., Melzner, N., Kollar, I., Dresel, M., Rethinking Learning in the Digital Age: Making the Learning Sciences Count, 13th International Conference of the Learning Sciences (ICLS) 2018, How groups regulate their learning: The influence of achievement goals on self-, co- and shared regulation strategies, Kay, Judy, Luckin, Rosemary (Eds.), International Society of the Learning Sciences, London, 2018, 3, 1561-1562. https://repository.isls.org//handle/1/734
   Google Scholar
• Hadwin, A. F., & Oshige, M. (2011). Self-regulation, coregulation, and socially shared regulation: Exploring perspectives of social in self-regulated learning theory. Teachers College Record: The Voice of Scholarship in Education, 113(2), 240–264. https://doi.org/10.1177/016146811111300204
   Web of Science ®Google Scholar
• Hu, L., & Bentler, P. M. (1998). Fit indices in covariance structure modeling: Sensitivity to underparameterized model misspecification. Psychological Methods, 3(4), 424–453. https://doi.org/10.1037/1082-989X.3.4.424
   Web of Science ®Google Scholar
• Hulleman, C. S., Schrager, S. M., Bodmann, S. M., & Harackiewicz, J. M. (2010). A meta-analytic review of achievement goal measures: Different labels for the same constructs or different constructs with similar labels? Psychological Bulletin, 136(3), 422–449. https://doi.org/10.1037/a0018947 20438145
   PubMed Web of Science ®Google Scholar
• Järvelä, S., & Hadwin, A. F. (2013). New frontiers: Regulating learning in CSCL. Educational Psychologist, 48(1), 25–39. https://doi.org/10.1080/00461520.2012.748006
   Web of Science ®Google Scholar
• Järvelä, S., Järvenoja, H., & Veermans, M. (2008). Understanding the dynamics of motivation in socially shared learning. International Journal of Educational Research, 47(2), 122–135. https://doi.org/10.1016/j.ijer.2007.11.012
   Google Scholar
• Järvenoja, H., Volet, S., & Järvelä, S. (2013). Regulation of emotions in socially challenging learning situations: An instrument to measure the adaptive and social nature of the regulation process. Educational Psychology, 33(1), 31–58. https://doi.org/10.1080/01443410.2012.742334
   Web of Science ®Google Scholar
• Karabenick, S. A., & Gonida, E. N. (2018). Academic help seeking as a self-regulated learning strategy: Current issues, future directions. In D. H. Schunk & J. A. Greene (Eds.), Handbook of self-regulation of learning and performance (2nd ed., pp. 421–433). Routledge.
   Google Scholar
• Koivuniemi, M., Panadero, E., Malmberg, J., & Järvelä, S. (2017). Higher education students’ learning challenges and regulatory skills in different learning situations/Desafíos de aprendizaje y habilidades de regulación en distintas situaciones de aprendizaje en estudiantes de educación superior. Infancia y Aprendizaje, 40(1), 19–55. https://doi.org/10.1080/02103702.2016.1272874
   Web of Science ®Google Scholar
• Kuznetsova, A., Brockhoff, P. B., & Christensen, R. H. B. (2017). lmerTest package: Tests in linear mixed effects models. Journal of Statistical Software, 82(13), 1–26. https://doi.org/10.18637/jss.v082.i13
   Web of Science ®Google Scholar
• Little, T. D., Cunningham, W. A., Shahar, G., & Widaman, K. F. (2002). To parcel or not to parcel: Exploring the question, weighing the merits. Structural Equation Modeling: A Multidisciplinary Journal, 9(2), 151–173. https://doi.org/10.1207/S15328007SEM0902_1
   Web of Science ®Google Scholar
• Malmberg, J., Järvelä, S., Järvenoja, H., & Panadero, E. (2015). Promoting socially shared regulation of learning in CSCL: Progress of socially shared regulation among high- and low-performing groups. Computers in Human Behavior, 52, 562–572. https://doi.org/10.1016/j.chb.2015.03.082
   Web of Science ®Google Scholar
• Melzner, N., Dresel, M., & Kollar, I. (2022). Examining the regulation of motivational and comprehension-related problems during collaborative learning. Metacognition and Learning, 17(3), 813–836. https://doi.org/10.1007/s11409-022-09316-9
   Web of Science ®Google Scholar
• Melzner, N., Greisel, M., Dresel, M., & Kollar, I. (2020). Regulating self-organized collaborative learning: The importance of homogeneous problem perception, immediacy and intensity of strategy use. International Journal of Computer-Supported Collaborative Learning, 15(2), 149–177. https://doi.org/10.1007/s11412-020-09323-5
   PubMed Web of Science ®Google Scholar
• Newman, R. S. (2002). How self-regulated learners cope with academic difficulty: The role of adaptive help seeking. Theory Into Practice, 41(2), 132–138. https://doi.org/10.1207/s15430421tip4102_10
   Web of Science ®Google Scholar
• Panadero, E., & Järvelä, S. (2015). Socially shared regulation of learning: A review. European Psychologist, 20(3), 190–203. https://doi.org/10.1027/1016-9040/a000226
   Web of Science ®Google Scholar
• Payne, S. C., Youngcourt, S. S., & Beaubien, J. M. (2007). A meta-analytic examination of the goal orientation nomological net. The Journal of Applied Psychology, 92(1), 128–150. https://doi.org/10.1037/0021-9010.92.1.128
   PubMed Web of Science ®Google Scholar
• Pintrich, P. R. (2000). The role of goal orientation in self-regulated learning. In M. Boekaerts, M. Zeidner, & P. R. Pintrich (Eds.), Handbook of self-regulation (pp. 451–502). Academic Press. https://doi.org/10.1016/B978-012109890-2/50044-5
   Google Scholar
• Rhemtulla, M. (2016). Population performance of SEM parceling strategies under measurement and structural model misspecification. Psychological Methods, 21(3), 348–368. https://doi.org/10.1037/met0000072
   PubMed Web of Science ®Google Scholar
• Rousseel, Y. (2012). lavaan: An R package for structural equation modeling. Journal of Statistical Software, 48(2), 1–36. https://doi.org/10.18637/jss.v048.i02
   Web of Science ®Google Scholar
• Ryan, A. M., & Pintrich, P. R. (1997). “Should I ask for help?” The role of motivation and attitudes in adolescents’ help seeking in math class. Journal of Educational Psychology, 89(2), 329–341. https://doi.org/10.1037/0022-0663.89.2.329
   Web of Science ®Google Scholar
• Senko, C., & Dawson, B. (2017). Performance-approach goal effects depend on how they are defined: Meta-analytic evidence from multiple educational outcomes. Journal of Educational Psychology, 109(4), 574–598. https://doi.org/10.1037/edu0000160
   Web of Science ®Google Scholar
• Sparfeldt, J. R., Brunnemann, N., Wirthwein, L., Buch, S. R., Schult, J., & Rost, D. H. (2015). General versus specific achievement goals: A re-examination. Learning and Individual Differences, 43, 170–177. 10.1016/j.lindif.2015.08.022
   Web of Science ®Google Scholar
• Spinath, B., Stiensmeier-Pelster, J., Schöne, C., & Dickhäuser, O. (2012). Skalen zur Erfassung der Lern-und Leistungsmotivation (SELLMO) [Scales assessing learning and performance motivation]. Hogrefe.
   Google Scholar
• Spörer, N., & Brunstein, J. C. (2006). Erfassung selbstregulierten Lernens mit Selbstberichtsverfahren: Ein Überblick zum Stand der Forschung [Assessing self-regulated learning with self-report measures: A state-of-the-art review]. Zeitschrift Für Pädagogische Psychologie, 20(3), 147–160. https://doi.org/10.1024/1010-0652.20.3.147
   Web of Science ®Google Scholar
• Suthers, D. D. (2006). Technology affordances for intersubjective meaning making: A research agenda for CSCL. International Journal of Computer-Supported Collaborative Learning, 1(3), 315–337. https://doi.org/10.1007/s11412-006-9660-y
   Web of Science ®Google Scholar
• VandeWalle, D., Cron, W. L., & Slocum, J. W. Jr. (2001). The role of goal orientation following performance feedback. The Journal of Applied Psychology, 86(4), 629–640. https://doi.org/10.1037/0021-9010.86.4.629
   PubMed Web of Science ®Google Scholar
• VandeWalle, D., & Cummings, L. L. (1997). A test of the influence of goal orientation on the feedback-seeking process. The Journal of Applied Psychology, 82(3), 390–400. https://doi.org/10.1037/0021-9010.82.3.390
   PubMed Web of Science ®Google Scholar
• Volet, S., & Mansfield, C. (2006). Group work at university: Significance of personal goals in the regulation strategies of students with positive and negative appraisals. Higher Education Research & Development, 25(4), 341–356. https://doi.org/10.1080/07294360600947301
   Google Scholar
• Won, S., Wolters, C. A., & Mueller, S. A. (2018). Sense of belonging and self-regulated learning: Testing achievement goals as mediators. The Journal of Experimental Education, 86(3), 402–418. 10.1080/00220973.2016.1277337
   Web of Science ®Google Scholar