Exploring evolutions in reciprocal peer tutoring groups' socially shared metacognitive regulation and identifying its metacognitive correlates |
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| Institution: | 1. School of Education, Murdoch University, Australia;2. Department of Teacher Education, University of Turku, Finland;3. Faculty of Education, University of Turku, Finland;4. Department of Population Medicine, University of Guelph, Canada |
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| Abstract: | The present study contributes to the emerging research on socially shared metacognitive regulation (SSMR). It investigates which regulation behaviour (i.e. particular skills and low- versus deep-level regulation) is associated with a socially shared regulation focus and identifies time-bound evolutions in individually-oriented metacognitive regulation, co-regulation, and SSMR. More specifically, higher education reciprocal peer tutoring (RPT) groups are studied. All sessions of a semester-long RPT-intervention of five randomly selected RPT-groups were videotaped (70 h of recordings). Time-bound evolutions are studied by means of mixed models for logistic regression analysis allowing change points, whereas binary logistic regressions are used to examine the relation between RPT-groups' socially shared regulation focus and their regulation skills and approaches. The results indicate that RPT-groups demonstrate a significant positive evolution in SSMR and tutee-prompted co-regulation, and a significant negative evolution in tutor-prompted co-regulation. Their socially shared regulation focus is particularly correlated with orientation, monitoring, and deep-level regulation. |
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| Keywords: | Socially shared metacognitive regulation Peer tutoring Time-bound evolutions Correlations Higher education |
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