12.03.06
Salonen, P., Vauras, M., and Efklides, A. (2005). Social interaction – what can it tell us about metacognition and coregulation in learning? European Psychologist. 10(3): 199-208.
Salonen, P., Vauras, M., and Efklides, A. (2005). Social interaction – what can it tell us about metacognition and coregulation in learning? European Psychologist. 10(3): 199-208.
The authors looked at motivation, metacogniton, and cognitive and affective processes in cooperative learning. They conducted two experiments focusing on the above factors and what they could tell us about scaffolding mismatches. Study 1 had 114 students and 6 teachers (in six classes). Students ranked themselves and their classroom peers on math skills while teachers rated their students, students then did some math problems and reported their metacognitive experience. Judgments of good students by teachers, peers, and self were similar. Judgments of “not so good” students were negative in teachers and peers and somewhat optimistic by the students themselves. The second study looked at interpersonal interactions when students were cooperatively working on a word problem in math. They didn’t find much metacognitive coregulation.
This article isn’t that cooperative until the second study but it does set up a social direction that I’m going. So a lot of the studies I’ve read talk about the classroom/group structure, cooperative v. competitive, motivation, etc. but (other than TAI) they didn’t really talk about who was in the group so much and if and why that might matter. This study doesn’t necessarily touch that (it only says that the interactions matter).
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