Friends, classmates, and self-regulated learning: discussions with peers inside and outside the classroom |
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| Authors: | Martin H Jones David B Estell Joyce M Alexander |
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| Institution: | (1) Department of Counseling, Educational Psychology, and Research, University of Memphis, 100 Ball Hall, Memphis, TN 38152, USA;(2) Indiana University, Bloomington, IN, USA |
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| Abstract: | The current study sought to understand the relationship between peer discussions and self-regulated learning. Eighty-eight
first year high school students answered questions from the Motivated Strategies for Learning Questionnaire and reported the
perceived frequency of discussions with peers both inside and outside of the classroom regarding self-regulated learning.
Results suggest that differences exist between the frequency of self-regulation discussions with peers from inside and outside
of the classroom, especially for discussions concerning motivation. Discussions with peers outside of class were related more
closely to students’ reported self-regulated learning than discussion with peers inside of class. In addition, peer groups
with higher average levels of self-regulated learning discussions had individual members with high reported self-regulated
learning. The study’s results also highlight the need for further research on the mechanisms by which peer discussions may
relate to students’ self-regulated learning. |
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| Keywords: | Self-regulated learning Peer groups Discussion Peer influence |
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