Abstract
Learning to learn and learning to cooperate are two important goals for individuals. Moreover, self regulation has been identified as fundamental to prevent school failure. The goal of the present study was to assess the interactions between self-regulated learning, cooperative learning and academic self-efficacy in secondary education students experiencing cooperative learning as the main pedagogical approach for at least one school year. 2.513 secondary education students (1.308 males, 1.205 females), 12–17 years old (M = 13.85, SD = 1.29), enrolled in 17 different schools belonging to the National Network of Schools on Cooperative Learning in Spain agreed to participate. They all had experienced this pedagogical approach a minimum of one school year. Participants were asked to complete the cooperative learning questionnaire, the strategies to control the study questionnaire and the global academic self-efficacy questionnaire. Participants were grouped based on their perceptions on cooperative learning and self-regulated learning in their classes. A combination of hierarchical and κ-means cluster analyses was used. Results revealed a four-cluster solution: cluster one included students with low levels of cooperative learning, self-regulated learning and academic self-efficacy, cluster two included students with high levels of cooperative learning, self-regulated learning and academic self-efficacy, cluster three included students with high levels of cooperative learning, low levels of self-regulated learning and intermediate-low levels of academic self-efficacy, and, finally, cluster four included students with high levels of self-regulated learning, low levels of cooperative learning, and intermediate-high levels of academic self-efficacy. Self-regulated learning was found more influential than cooperative learning on students’ academic self-efficacy. In cooperative learning contexts students interact through different types of regulations: self, co, and shared. Educators should be aware of these interactions, symmetrical or asymmetrical, because they determine the quality and quantity of the students’ participation and achievements, and they are key elements to prevent school failure.
Highlights
Research has showed that individuals are able to monitor, control and regulate their behaviors in learning contexts, but all depends on the resources and the pedagogical approach used by the educators (Agina et al, 2011)
2.513 secondary education students (1.308 males, 1.205 females), 12–17 years old (M = 13.85, SD = 1.29), enrolled in 17 different schools belonging to the National Network of Schools on Cooperative Learning in Spain agreed to participate
Results from the present study indicated that in cluster 3, group members’ roles were not balanced
Summary
Research has showed that individuals are able to monitor, control and regulate their behaviors in learning contexts, but all depends on the resources and the pedagogical approach used by the educators (Agina et al, 2011). Context is considered a key factor to promote or mislead self-regulated learning (Agina et al, 2011) This concept refers to a “proactive process that students use to acquire academic skills, such as setting goals, selecting and developing strategies, and self-monitoring one’s effectiveness” Individuals are usually focused on regulating their own knowledge and behavior, with no intentions of influencing other students It is considered intra-personal (Grau and Whitebread, 2012). Students are constantly challenged to work in pairs to learn In this case, individuals must move into the inter-personal concept of regulation, co-regulation, which “means regulation directed toward a specific member of a group in a collective activity” The question that this research brings is: how do cooperative learning contexts affect students’ selfregulated learning?
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