THE RELATIONSHIP BETWEEN COLLABORATIVE LEARNING AND SELF-REGULATED LEARNING DURING ADOLESCENCE: A META-ANALYTIC REVIEW Public Deposited

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  • March 19, 2019
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  • Bridges, Adrian
    • Affiliation: School of Education
Abstract
  • There is evidence that, on their own, both self-regulated learning (SRL) and collaborative learning (CL) are effective ways of bolstering students' academic performance. Yet, the relationship between CL and SRL has remained unclear. Using meta-analysis, I explored the relationship between CL and the SRL skills and knowledge that are required for academic success for adolescent students. I identified and investigated a number of factors that might moderate the relationship between CL and SRL, including but not limited to, age, gender, and method of SRL assessment. Scholars also require knowledge about the relative strength of the relationships between various collaborative learning methods and the acquisition of SRL skills and knowledge. The extent to which the relationship between CL and SRL varies across adolescence and subject areas was also unclear. I investigated those and other related research questions. The results of this study indicated that, overall, there was a positive and statistically significant relationship between CL and SRL. CL methods that included observational learning, among other social cognitive learning processes, demonstrated the strongest effect on the relationship between CL and SRL. Experiment classification, a methodological factor, also demonstrated a positive effect on the relationship between CL and SRL.
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  • In Copyright
Advisor
  • Cizek, Gregory J.
  • Hamm, Jill
  • Ware, William
  • Greene, Jeffrey
  • Meece, Judith L.
Degree
  • Doctor of Philosophy
Degree granting institution
  • University of North Carolina at Chapel Hill Graduate School
Graduation year
  • 2015
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  • Chapel Hill, NC
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