Self-regulation in cooperative student work at university



This case study focuses on the functioning of a group of first-year university students in the context of a science epistemology course. It proposes an analysis of their interactions by considering the phases of self-regulation, with the aim of identifying the conditions that favor cooperative work. More precisely, it tests the combination of the two analysis grids in terms of cognitive and socio-emotional interactions, anticipation, performance and reflection phases, and meta-self, meta-group and topic-talk interventions. The results of the analysis show that the combined grid allows a fine understanding of the functioning of a group. Several limitations and possible improvements of this grid are discussed.


Cooperative learning, self-regulation, complex problem, epistemology of science

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Mediterranean Journal of Education | ISSN: 2732-6489 |  Department of Educational Sciences and Early Childhood EducationUniversity of Patras.

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