British Journal of Educational Psychology, Год журнала: 2025, Номер unknown

Опубликована: Фев. 18, 2025

Abstract Background Social context and peers significantly impact students' motivation, especially in collaborative learning settings. However, there is limited evidence on how students strategically influence each other's motivation through socially shared regulation of (SSRL). Aims This study examined secondary school SSRL during learning, focusing groups regulate these processes individual situational peer interactions. Sample The participants were 95 (13–16 years) performing a science task 31 groups. Methods Collaborative was videotaped to capture from social Four times the task, perceptions collected with self‐reports, stimulated‐recall interviews conducted after task. Results results showed that embedded within broader processes. When coincided more likely cognitive regulation, perceived higher motivation. In interviews, highlighted aspects as crucial for their but did not hardly recognize any direct strategies. Conclusions contributes methodological advancements studying situation‐ context‐specific, emphasizing use different data channels dynamic interplay between individual‐ group‐level throughout process. For educational practice, this supports claim interactions, particularly play role

Язык: Английский