Shifting Patterns in Co-Regulation, Feedback Perception, and Motivation during Research Supervision Meetings

Autor/inn/en	Agricola, Bas T.; van der Schaaf, Marieke F.; Prins, Frans J.; van Tartwijk, Jan
Titel	Shifting Patterns in Co-Regulation, Feedback Perception, and Motivation during Research Supervision Meetings
Quelle	In: Scandinavian Journal of Educational Research, 64 (2020) 7, S.1030-1051 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Agricola, Bas T.) ORCID (van der Schaaf, Marieke F.) ORCID (Prins, Frans J.) ORCID (van Tartwijk, Jan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0031-3831
DOI	10.1080/00313831.2019.1640283
Schlagwörter	Feedback (Response); Teacher Student Relationship; Supervision; Self Management; Student Motivation; Student Responsibility; Research Projects; Writing (Composition); Theses; Scaffolding (Teaching Technique); Foreign Countries; College Faculty; Student Attitudes; Meetings; Undergraduate Students; Netherlands + Suchen Sie Ihr Suchwort? Teacher student relationships; Lehrer-Schüler-Beziehung; Selbstmanagement; Schulische Motivation; Forschungsvorhaben; Schreibübung; These; Ausland; Fakultät; Schülerverhalten; Meeting; Tagung; Niederlande
Abstract	Supervision meetings give teachers and students opportunities to interact with each other and to co-regulate students' learning processes. Co-regulation refers to the transitional process of a student who is becoming a self-regulated learner by interacting with a more capable other such as a teacher. During a task, teachers are expected to pull back their support and give opportunities to students to take responsibility. This study aims to explore the shifting patterns of co-regulation, feedback perception, and motivation during a 5-month research project. Participants were 20 students conducting research in pairs and six teachers who supervised these students. Two videotaped supervision meetings at the beginning and end of the research process and questionnaires on feedback perception and motivation were analysed. Results on co-regulation showed a constant and comparable level of regulation at the start and at the end of students' research projects. Feedback perception did not change, but motivation decreased significantly. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01