We Will Succeed: How Varying Success Expectancies and Socially Shared Regulation Shape Students' Collaborative Learning
ABSTRACT Background Collaborative learning offers benefits, but its potential is often undermined by motivational challenges. This study uses the situated expectancy‐value theory to explore how students' expectancies for success relate to group‐level regulation of learning during collaborative...
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| Vydané v: | Journal of computer assisted learning Ročník 41; číslo 3 |
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| Hlavní autori: | , , , |
| Médium: | Journal Article |
| Jazyk: | English |
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Chichester, UK
John Wiley & Sons, Inc
01.06.2025
Wiley Subscription Services, Inc |
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| ISSN: | 0266-4909, 1365-2729 |
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| Abstract | ABSTRACT
Background
Collaborative learning offers benefits, but its potential is often undermined by motivational challenges. This study uses the situated expectancy‐value theory to explore how students' expectancies for success relate to group‐level regulation of learning during collaborative interactions. The study considers success expectancies both as a motivational condition for and a product of group‐level regulation during collaborative learning. Success expectancies are examined both as a condition for and a product of regulated learning, influencing students' engagement in motivation regulation and being shaped by it in turn.
Objectives
This study aims to understand the interconnection between group‐level regulation and students' success expectancies during collaborative learning and how this sets the stage for learning outcomes.
Methods
Forty‐eight eighth graders engaged in a four‐phase collaborative science task in small groups. Video recordings captured the groups' regulation, and each member completed situational self‐reports during different task phases. Stimulated recall interviews conducted after the task explored students' subjective justifications for variations in their situational expectancies for success. Employing multi‐channel sequence mining and clustering with mixture hidden Markov models, the study identified two types of group‐level regulation sequences: engaged in group‐level regulation and occasional cognitive group‐level regulation.
Results and Conclusions
Findings revealed characteristics of group‐level regulation sequences and showed that frequent engagement in cognitive and motivation regulation is associated with more positive success expectancies during and after the task. Success expectancies emerged as both a motivational condition and product of SSRL, correlating with task performance. Qualitative interview findings provided further insights into students' expectancies, shedding light on the motivational dynamics of collaborative learning. |
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| AbstractList | Background Collaborative learning offers benefits, but its potential is often undermined by motivational challenges. This study uses the situated expectancy‐value theory to explore how students' expectancies for success relate to group‐level regulation of learning during collaborative interactions. The study considers success expectancies both as a motivational condition for and a product of group‐level regulation during collaborative learning. Success expectancies are examined both as a condition for and a product of regulated learning, influencing students' engagement in motivation regulation and being shaped by it in turn. Objectives This study aims to understand the interconnection between group‐level regulation and students' success expectancies during collaborative learning and how this sets the stage for learning outcomes. Methods Forty‐eight eighth graders engaged in a four‐phase collaborative science task in small groups. Video recordings captured the groups' regulation, and each member completed situational self‐reports during different task phases. Stimulated recall interviews conducted after the task explored students' subjective justifications for variations in their situational expectancies for success. Employing multi‐channel sequence mining and clustering with mixture hidden Markov models, the study identified two types of group‐level regulation sequences: engaged in group‐level regulation and occasional cognitive group‐level regulation. Results and Conclusions Findings revealed characteristics of group‐level regulation sequences and showed that frequent engagement in cognitive and motivation regulation is associated with more positive success expectancies during and after the task. Success expectancies emerged as both a motivational condition and product of SSRL, correlating with task performance. Qualitative interview findings provided further insights into students' expectancies, shedding light on the motivational dynamics of collaborative learning. ABSTRACT Background Collaborative learning offers benefits, but its potential is often undermined by motivational challenges. This study uses the situated expectancy‐value theory to explore how students' expectancies for success relate to group‐level regulation of learning during collaborative interactions. The study considers success expectancies both as a motivational condition for and a product of group‐level regulation during collaborative learning. Success expectancies are examined both as a condition for and a product of regulated learning, influencing students' engagement in motivation regulation and being shaped by it in turn. Objectives This study aims to understand the interconnection between group‐level regulation and students' success expectancies during collaborative learning and how this sets the stage for learning outcomes. Methods Forty‐eight eighth graders engaged in a four‐phase collaborative science task in small groups. Video recordings captured the groups' regulation, and each member completed situational self‐reports during different task phases. Stimulated recall interviews conducted after the task explored students' subjective justifications for variations in their situational expectancies for success. Employing multi‐channel sequence mining and clustering with mixture hidden Markov models, the study identified two types of group‐level regulation sequences: engaged in group‐level regulation and occasional cognitive group‐level regulation. Results and Conclusions Findings revealed characteristics of group‐level regulation sequences and showed that frequent engagement in cognitive and motivation regulation is associated with more positive success expectancies during and after the task. Success expectancies emerged as both a motivational condition and product of SSRL, correlating with task performance. Qualitative interview findings provided further insights into students' expectancies, shedding light on the motivational dynamics of collaborative learning. |
| Author | Törmänen, Tiina Lehtoaho, Emma Turunen, Marjo Järvenoja, Hanna |
| Author_xml | – sequence: 1 givenname: Hanna orcidid: 0000-0003-4816-5392 surname: Järvenoja fullname: Järvenoja, Hanna email: hanna.jarvenoja@oulu.fi organization: University of Oulu – sequence: 2 givenname: Tiina orcidid: 0000-0001-5421-4213 surname: Törmänen fullname: Törmänen, Tiina organization: University of Oulu – sequence: 3 givenname: Marjo orcidid: 0009-0000-2206-3131 surname: Turunen fullname: Turunen, Marjo organization: University of Oulu – sequence: 4 givenname: Emma orcidid: 0009-0006-7650-8929 surname: Lehtoaho fullname: Lehtoaho, Emma organization: University of Oulu |
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| CitedBy_id | crossref_primary_10_1016_j_learninstruc_2025_102188 crossref_primary_10_1007_s10648_025_10036_0 |
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Collaborative learning offers benefits, but its potential is often undermined by motivational challenges. This study uses the situated... Background Collaborative learning offers benefits, but its potential is often undermined by motivational challenges. This study uses the situated... |
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| SubjectTerms | Clustering Collaborative learning Cooperative Learning expectancy for success Learner Engagement Learning Markov chains motivation Qualitative analysis secondary school sequence mining socially shared regulation of learning Student Motivation Students Success |
| Title | We Will Succeed: How Varying Success Expectancies and Socially Shared Regulation Shape Students' Collaborative Learning |
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