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¹ßÇàÇÐȸ : ÇнÀÀÚÁ߽ɱ³°ú±³À°ÇÐȸ [Korean Association For Learner-Centered Curriculum And Instruction]
¹ßÇàÁ¤º¸ : Á¦ 15±Ç 10È£ pp.685-707(23 pages)
¹ßÇà³âµµ : 2015
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This study analyzed the moder
ating effects of co-regulation and self-efficacy forgroup work on the relationships between metacognitive self-regulation, emotionregulation and achievement in a collaborative learning environment. The role ofindividual learner and effective collaboration among learners are critical elements toaccomplish successful collaborative learning. Therefore, this study aims to explorevarious learner characteristics and suggests implications for successful collaborativelearning. Participants were 55 college students and data from 52 were used forhierarchical regression analysis. The results indicated that metacognitiveself-regulation and emotion regulation predicted achievement, and co-regulation didnot moderate the relationship between self-regulation, emotion regulation andachievement whereas self-efficacy for group work did. Also, learners with low levelof metacognitive self-regulation and emotion regulation showed differences inachievement according to the level of self-efficacy for group work. This resultsemphasize that instructional design and supports considering self-efficacy for groupwork are needed for students with low level of metacognitive self-regulation andemotion regulation in a collaborative learning environment. (ÀÌÇÏ »ý·«)
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