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Examining the relation between students’ active engagement in shared metacognitive regulation and individual learner characteristics

Liesje De Backer (UGent) , Hilde Van Keer (UGent) and Martin Valcke (UGent)
(2021) INTERNATIONAL JOURNAL OF EDUCATIONAL RESEARCH. 110.
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Abstract
The study investigates whether individual learner characteristics relate to differences in university students' engagement in socially shared metacognitive regulation (SSMR) when tutoring peers. Students' motivation for learning, self-efficacy for learning and regulation, feeling of relatedness to peers, and individual repertoire of metacognitive regulation skills are included. SSMR was analysed through systematic observation of video recorded tutoring sessions (22.5 hours). The study involved 73 students, who further completed questionnaires and a think-aloud task. Multilevel models were run to investigate the relation between individual learner characteristics and students' involvement in SSMR. The results revealed that only students' adoption of metacognitive regulation during individual learning and their self-efficacy for regulation are significant correlates of their engagement in SSMR.
Keywords
Education, Shared metacognitive regulation, motivation for learning, self-efficacy beliefs, feeling of relatedness, multilevel modelling, SELF-DETERMINATION THEORY, MOTIVATION, EFFICACY, EVOLUTIONS, KNOWLEDGE, AUTONOMY

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MLA
De Backer, Liesje, et al. “Examining the Relation between Students’ Active Engagement in Shared Metacognitive Regulation and Individual Learner Characteristics.” INTERNATIONAL JOURNAL OF EDUCATIONAL RESEARCH, vol. 110, 2021, doi:10.1016/j.ijer.2021.101892.
APA
De Backer, L., Van Keer, H., & Valcke, M. (2021). Examining the relation between students’ active engagement in shared metacognitive regulation and individual learner characteristics. INTERNATIONAL JOURNAL OF EDUCATIONAL RESEARCH, 110. https://doi.org/10.1016/j.ijer.2021.101892
Chicago author-date
De Backer, Liesje, Hilde Van Keer, and Martin Valcke. 2021. “Examining the Relation between Students’ Active Engagement in Shared Metacognitive Regulation and Individual Learner Characteristics.” INTERNATIONAL JOURNAL OF EDUCATIONAL RESEARCH 110. https://doi.org/10.1016/j.ijer.2021.101892.
Chicago author-date (all authors)
De Backer, Liesje, Hilde Van Keer, and Martin Valcke. 2021. “Examining the Relation between Students’ Active Engagement in Shared Metacognitive Regulation and Individual Learner Characteristics.” INTERNATIONAL JOURNAL OF EDUCATIONAL RESEARCH 110. doi:10.1016/j.ijer.2021.101892.
Vancouver
1.
De Backer L, Van Keer H, Valcke M. Examining the relation between students’ active engagement in shared metacognitive regulation and individual learner characteristics. INTERNATIONAL JOURNAL OF EDUCATIONAL RESEARCH. 2021;110.
IEEE
[1]
L. De Backer, H. Van Keer, and M. Valcke, “Examining the relation between students’ active engagement in shared metacognitive regulation and individual learner characteristics,” INTERNATIONAL JOURNAL OF EDUCATIONAL RESEARCH, vol. 110, 2021.
@article{8726210,
  abstract     = {{The study investigates whether individual learner characteristics relate to differences in university students' engagement in socially shared metacognitive regulation (SSMR) when tutoring peers. Students' motivation for learning, self-efficacy for learning and regulation, feeling of relatedness to peers, and individual repertoire of metacognitive regulation skills are included. SSMR was analysed through systematic observation of video recorded tutoring sessions (22.5 hours). The study involved 73 students, who further completed questionnaires and a think-aloud task. Multilevel models were run to investigate the relation between individual learner characteristics and students' involvement in SSMR. The results revealed that only students' adoption of metacognitive regulation during individual learning and their self-efficacy for regulation are significant correlates of their engagement in SSMR.}},
  articleno    = {{101892}},
  author       = {{De Backer, Liesje and Van Keer, Hilde and Valcke, Martin}},
  issn         = {{0883-0355}},
  journal      = {{INTERNATIONAL JOURNAL OF EDUCATIONAL RESEARCH}},
  keywords     = {{Education,Shared metacognitive regulation,motivation for learning,self-efficacy beliefs,feeling of relatedness,multilevel modelling,SELF-DETERMINATION THEORY,MOTIVATION,EFFICACY,EVOLUTIONS,KNOWLEDGE,AUTONOMY}},
  language     = {{eng}},
  pages        = {{14}},
  title        = {{Examining the relation between students’ active engagement in shared metacognitive regulation and individual learner characteristics}},
  url          = {{http://doi.org/10.1016/j.ijer.2021.101892}},
  volume       = {{110}},
  year         = {{2021}},
}
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