Sequential Patterns in Social Interaction States for Regulation in Collaborative Learning

This study explored sequential patterns in social interaction states for group-level regulation of learning during collaborative learning. The participants were secondary school students (N = 92) performing collaborative physics tasks. The videotaped sessions were analyzed regarding participation, s...

Ausführliche Beschreibung

Gespeichert in:
Bibliographische Detailangaben
Veröffentlicht in:Small group research Jg. 54; H. 4; S. 512 - 550
Hauptverfasser: Vuorenmaa, Eija, Järvelä, Sanna, Dindar, Muhterem, Järvenoja, Hanna
Format: Journal Article
Sprache:Englisch
Veröffentlicht: Los Angeles, CA SAGE Publications 01.08.2023
SAGE PUBLICATIONS, INC
Schlagworte:
Collaboration
Collaborative learning
Cooperative learning
Joint participation
Learning
Physics
Regulation
Secondary school students
Secondary schools
Social interaction
Social participation
interaction
cognition
social
group process
collaborative learning
ISSN:1046-4964, 1552-8278
Online-Zugang:Volltext
Tags: Tag hinzufügen
Keine Tags, Fügen Sie den ersten Tag hinzu!
Abstract This study explored sequential patterns in social interaction states for group-level regulation of learning during collaborative learning. The participants were secondary school students (N = 92) performing collaborative physics tasks. The videotaped sessions were analyzed regarding participation, social interaction, and group-level regulation types of co- and socially shared regulation. The results show that group-level regulation emerged most frequently in social interaction state that included cognitive and socioemotional interaction and whole-group participation, which also led to and followed regulation most frequently. The findings highlight the role of joint participation in social interactions for regulation of learning in collaborative group settings.
AbstractList This study explored sequential patterns in social interaction states for group-level regulation of learning during collaborative learning. The participants were secondary school students (N = 92) performing collaborative physics tasks. The videotaped sessions were analyzed regarding participation, social interaction, and group-level regulation types of co- and socially shared regulation. The results show that group-level regulation emerged most frequently in social interaction state that included cognitive and socioemotional interaction and whole-group participation, which also led to and followed regulation most frequently. The findings highlight the role of joint participation in social interactions for regulation of learning in collaborative group settings.
Author Dindar, Muhterem
Vuorenmaa, Eija
Järvelä, Sanna
Järvenoja, Hanna
Author_xml – sequence: 1
  givenname: Eija
  orcidid: 0000-0002-6125-8182
  surname: Vuorenmaa
  fullname: Vuorenmaa, Eija
  email: eija.vuorenmaa@oulu.fi
– sequence: 2
  givenname: Sanna
  surname: Järvelä
  fullname: Järvelä, Sanna
– sequence: 3
  givenname: Muhterem
  surname: Dindar
  fullname: Dindar, Muhterem
– sequence: 4
  givenname: Hanna
  orcidid: 0000-0003-4816-5392
  surname: Järvenoja
  fullname: Järvenoja, Hanna
BookMark eNp9kEtLAzEYRYNUsK3-AHcDrqfmOZkspfgoFBSrC1fDN2mmpIxJTVLBf2_aCoKiq4STe5Lcb4QGzjuD0DnBE0KkvCSYV1xVnFJCmBSUH6EhEYKWNZX1IO_zebkLnKBRjGuMsSCcDdHLwrxtjUsW-uIBUjLBxcK6YuH1Ds1cJqCT9RklSCYWnQ_Fo1lte9jTnJ36vofWhwzeTTE3EJx1q1N03EEfzdnXOkbPN9dP07tyfn87m17NS80ITaU0lFaSKIKZEQL0sjJCaaU4Xna14EbX0IJSultyYKqt6hbLqq00Y1TmBpiN0cXh3k3wuUpMzdpvg8tPNrSmgpNacZFT8pDSwccYTNdom_YNUgDbNwQ3uzk2v-aYTfLD3AT7CuHjX2dycCKszPd__hY-AYm0gvk
CitedBy_id crossref_primary_10_1016_j_ijer_2025_102691
crossref_primary_10_1016_j_newideapsych_2025_101155
crossref_primary_10_1145_3658376
crossref_primary_10_1016_j_lindif_2024_102526
crossref_primary_10_1111_bjet_13325
crossref_primary_10_1111_bjet_13611
crossref_primary_10_1186_s41239_025_00548_8
crossref_primary_10_1080_2331186X_2022_2164241
crossref_primary_10_1007_s10639_025_13440_9
crossref_primary_10_1016_j_ssaho_2025_101759
crossref_primary_10_1016_j_compedu_2025_105261
crossref_primary_10_1007_s11409_024_09409_7
crossref_primary_10_1080_00313831_2024_2394409
crossref_primary_10_1007_s11412_024_09422_7
crossref_primary_10_1080_00220671_2025_2486473
crossref_primary_10_1108_JWL_09_2024_0205
crossref_primary_10_1016_j_lcsi_2024_100870
crossref_primary_10_1016_j_chb_2024_108305
Cites_doi 10.1177/1046496419867760
10.1027/1016-9040/a000226
10.1080/07294360600947301
10.1016/j.cedpsych.2017.01.009
10.1016/j.learninstruc.2016.01.005
10.1007/s11412-017-9259-5
10.1007/s10648-015-9312-8
10.1016/j.chb.2015.01.026
10.4324/9781315697048-6
10.1016/j.lcsi.2021.100543
10.1007/s11409-013-9107-6
10.1177/1046496403259757
10.3389/feduc.2020.00111
10.1007/s11251-006-9008-z
10.1007/s11409-008-9033-1
10.1080/00461520.2019.1670064
10.2307/2086941
10.4324/9781315617572
10.1207/S1532690XCI2004_1
10.1007/s11412-018-9277-y
10.1080/00461520.2012.748006
10.1007/s11409-016-9167-5
10.1016/j.learninstruc.2005.07.012
10.1016/j.compedu.2017.07.008
10.14786/flr.v3i1.159
10.1080/03075079.2019.1665318
10.1007/s11409-011-9085-5
10.1007/s11251-012-9206-9
10.1016/j.lindif.2022.102146
10.1016/j.ijer.2016.10.006
10.1007/s11409-010-9061-5
10.1016/j.ijer.2021.101861
10.1007/978-3-030-35343-8_14
10.1016/B978-012109890-2/50031-7
10.1111/j.1756-8765.2008.01005.x
10.1016/j.sbspro.2011.12.091
10.1007/s11412-019-09313-2
10.1002/cad.20261
10.1007/s40593-018-0165-4
10.1007/s11409-013-9105-8
10.1027/1016-9040.10.3.199
10.1037/gdn0000144
10.1080/07370000701798495
10.1080/00461520.2011.538645
10.1016/B978-0-12-849867-5.00001-X
10.14786/flr.v2i4.131
10.1146/annurev.psych.56.091103.070250
10.1080/00461520.2015.1075400
10.1080/09500693.2015.1083634
10.4324/9781315617572-13
10.1177/0273475308322283
10.1016/j.learninstruc.2012.03.003
10.1177/016146811111300204
10.1016/B978-012109890-2/50043-3
10.1007/s10212-021-00589-3
10.1037/0022-3514.65.4.681
10.1207/S15327809JLS1203_1
10.2307/2086790
10.1037/10096-006
10.1080/00313831.2015.1066440
10.3102/0002831207312909
10.1080/13803610903444659
10.1007/s11409-017-9178-x
10.4324/9780203837290
10.1891/1945-8959.12.3.267
10.1007/s11412-015-9218-y
10.1016/j.chb.2014.11.073
10.1016/S0747-5632(02)00057-2
10.14786/flr.v8i2.561
10.1016/j.learninstruc.2010.05.002
10.1007/s11409-011-9077-5
10.1016/j.learninstruc.2019.101268
10.1037/0033-2909.118.2.272
10.1080/00461520903433539
10.1007/s11412-021-09340-y
10.1177/1046496412437208
10.1080/07370008.2011.607930
10.1080/00335637109383090
10.1007/s11412-021-09339-5
10.1016/j.ijer.2020.101589
10.1037/a0013495
10.4324/9781315697048-3
10.1002/job.1784
10.3102/00346543064001001
10.1016/j.learninstruc.2008.03.001
10.4324/9780203848784
10.5465/amr.2001.4845785
10.1016/j.learninstruc.2005.07.009
10.1016/j.chb.2015.03.082
ContentType Journal Article
Copyright The Author(s) 2022
Copyright_xml – notice: The Author(s) 2022
DBID AAYXX
CITATION
7QJ
7U4
BHHNA
DWI
WZK
DOI 10.1177/10464964221137524
DatabaseName CrossRef
Applied Social Sciences Index & Abstracts (ASSIA)
Sociological Abstracts (pre-2017)
Sociological Abstracts
Sociological Abstracts
Sociological Abstracts (Ovid)
DatabaseTitle CrossRef
Sociological Abstracts (pre-2017)
Applied Social Sciences Index and Abstracts (ASSIA)
Sociological Abstracts
DatabaseTitleList Sociological Abstracts (pre-2017)

CrossRef
DeliveryMethod fulltext_linktorsrc
Discipline Psychology
Sociology & Social History
Physics
EISSN 1552-8278
EndPage 550
ExternalDocumentID 10_1177_10464964221137524
10.1177_10464964221137524
GroupedDBID --Z
-TM
-~X
.2G
.2L
01A
09Z
0R~
123
1~K
31S
31V
31W
31X
4.4
56W
5VS
AABOD
AACKU
AADIR
AADUE
AAGGD
AAGLT
AAJPV
AAKTJ
AAMFR
AANSI
AAPEO
AAQDB
AAQXI
AARIX
AATAA
AAUIH
AAWLO
AAZCK
ABAWP
ABCCA
ABCJG
ABEIX
ABFXH
ABHQH
ABIDT
ABIVO
ABKRH
ABPNF
ABQDK
ABQKF
ABQPY
ABQXT
ABRHV
ABUJY
ABYTW
ACAEP
ACDXX
ACFUR
ACFZE
ACGFS
ACHQT
ACJER
ACLZU
ACNCT
ACOFE
ACOXC
ACROE
ACRPL
ACSIQ
ACUFS
ACUIR
ADDLC
ADEBD
ADEIA
ADNMO
ADNON
ADPEE
ADRRZ
ADSTG
ADTOS
ADUKL
ADYCS
AEDXQ
AEOBU
AESMA
AESZF
AETEA
AEUHG
AEVPJ
AEWDL
AEWHI
AEXNY
AFEET
AFFNX
AFKBI
AFKRG
AFMOU
AFQAA
AFUIA
AFWMB
AGDVU
AGKLV
AGNHF
AGNWV
AGQPQ
AGUGZ
AGWNL
AHDMH
AHHFK
AHWHD
AJUZI
ALFTD
ALMA_UNASSIGNED_HOLDINGS
ANDLU
ARTOV
AUTPY
AUVAJ
AYPQM
AZFZN
B8O
B8S
B8T
B8Z
BDZRT
BKOMP
BMVBW
BPACV
BYIEH
CAG
CBRKF
CCGJY
CEADM
COF
CS3
DD0
DD~
DG~
DOPDO
DU5
DV7
DV8
EBS
EJD
FEDTE
FHBDP
GROUPED_SAGE_PREMIER_JOURNAL_COLLECTION
H13
HF~
HVGLF
HZ~
H~9
J8X
MS~
N9A
NHB
O9-
OHT
P.B
PQQKQ
Q1R
Q7O
Q7P
Q7X
RIG
ROL
S01
SASJQ
SAUOL
SBI
SCNPE
SFB
SFC
SFK
SFM
SFT
SFX
SGP
SGU
SGV
SHB
SHF
SHM
SPJ
SPP
SQCSI
SSDHQ
TN5
UBW
UBX
UBY
V62
WH7
WHG
XOL
XSW
XZL
YNT
YYQ
Z0I
ZCA
ZPLXX
ZPPRI
ZY4
~32
AAEJI
AAPII
AAYXX
ABUAX
ABUFD
ACCVC
AJGYC
AJHME
AJVBE
AMNSR
CITATION
7QJ
7U4
BHHNA
DWI
WZK
ID FETCH-LOGICAL-c312t-7e226719103e55acd6e59c9940df854ec8aba99cfd4a39b68b076b6c332714303
IEDL.DBID AEVPJ
ISICitedReferencesCount 28
ISICitedReferencesURI http://www.webofscience.com/api/gateway?GWVersion=2&SrcApp=Summon&SrcAuth=ProQuest&DestLinkType=CitingArticles&DestApp=WOS_CPL&KeyUT=000912121200001&url=https%3A%2F%2Fcvtisr.summon.serialssolutions.com%2F%23%21%2Fsearch%3Fho%3Df%26include.ft.matches%3Dt%26l%3Dnull%26q%3D
ISSN 1046-4964
IngestDate Thu Nov 06 22:18:13 EST 2025
Sat Nov 29 08:15:34 EST 2025
Tue Nov 18 22:32:04 EST 2025
Tue Jun 17 22:31:31 EDT 2025
IsPeerReviewed true
IsScholarly true
Issue 4
Keywords interaction
cognition
social
group process
collaborative learning
Language English
LinkModel DirectLink
MergedId FETCHMERGED-LOGICAL-c312t-7e226719103e55acd6e59c9940df854ec8aba99cfd4a39b68b076b6c332714303
Notes ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
content type line 14
ORCID 0000-0003-4816-5392
0000-0002-6125-8182
PQID 2825418945
PQPubID 32585
PageCount 39
ParticipantIDs proquest_journals_2825418945
crossref_citationtrail_10_1177_10464964221137524
crossref_primary_10_1177_10464964221137524
sage_journals_10_1177_10464964221137524
PublicationCentury 2000
PublicationDate 20230800
2023-08-00
20230801
PublicationDateYYYYMMDD 2023-08-01
PublicationDate_xml – month: 8
  year: 2023
  text: 20230800
PublicationDecade 2020
PublicationPlace Los Angeles, CA
PublicationPlace_xml – name: Los Angeles, CA
– name: Thousand Oaks
PublicationTitle Small group research
PublicationYear 2023
Publisher SAGE Publications
SAGE PUBLICATIONS, INC
Publisher_xml – name: SAGE Publications
– name: SAGE PUBLICATIONS, INC
References bibr77-10464964221137524
bibr51-10464964221137524
bibr37-10464964221137524
bibr64-10464964221137524
bibr1-10464964221137524
bibr24-10464964221137524
bibr65-10464964221137524
bibr52-10464964221137524
bibr78-10464964221137524
bibr25-10464964221137524
bibr92-10464964221137524
bibr38-10464964221137524
bibr2-10464964221137524
bibr12-10464964221137524
bibr63-10464964221137524
bibr53-10464964221137524
bibr79-10464964221137524
bibr93-10464964221137524
Winne P. H. (bibr99-10464964221137524) 2008
bibr89-10464964221137524
bibr49-10464964221137524
bibr13-10464964221137524
Järvenoja H. (bibr50-10464964221137524) 2013
bibr39-10464964221137524
bibr23-10464964221137524
bibr94-10464964221137524
bibr3-10464964221137524
bibr47-10464964221137524
bibr67-10464964221137524
bibr27-10464964221137524
bibr42-10464964221137524
Dillenbourg P. (bibr20-10464964221137524) 1995
bibr22-10464964221137524
bibr95-10464964221137524
bibr8-10464964221137524
bibr35-10464964221137524
Dillenbourg P. (bibr19-10464964221137524) 1999
bibr62-10464964221137524
bibr75-10464964221137524
Cohen E. G. (bibr16-10464964221137524) 2014
bibr55-10464964221137524
bibr82-10464964221137524
bibr15-10464964221137524
Schippers M. C. (bibr84-10464964221137524) 2018
bibr70-10464964221137524
bibr40-10464964221137524
bibr60-10464964221137524
bibr80-10464964221137524
bibr90-10464964221137524
bibr10-10464964221137524
bibr97-10464964221137524
bibr30-10464964221137524
bibr87-10464964221137524
bibr101-10464964221137524
Bowers C. A. (bibr11-10464964221137524) 1997
bibr44-10464964221137524
bibr6-10464964221137524
bibr29-10464964221137524
bibr31-10464964221137524
bibr102-10464964221137524
bibr58-10464964221137524
bibr5-10464964221137524
bibr32-10464964221137524
Winne P. H. (bibr98-10464964221137524) 1998
bibr85-10464964221137524
bibr45-10464964221137524
bibr72-10464964221137524
bibr73-10464964221137524
bibr83-10464964221137524
bibr103-10464964221137524
Winne P. (bibr96-10464964221137524) 2013
bibr69-10464964221137524
bibr59-10464964221137524
bibr33-10464964221137524
bibr43-10464964221137524
bibr9-10464964221137524
bibr34-10464964221137524
bibr54-10464964221137524
bibr14-10464964221137524
bibr74-10464964221137524
bibr61-10464964221137524
Dede C. (bibr17-10464964221137524) 2010
bibr41-10464964221137524
bibr21-10464964221137524
bibr68-10464964221137524
bibr18-10464964221137524
bibr48-10464964221137524
bibr28-10464964221137524
bibr86-10464964221137524
Baker M. J. (bibr4-10464964221137524) 1999
bibr100-10464964221137524
bibr56-10464964221137524
bibr66-10464964221137524
bibr76-10464964221137524
bibr81-10464964221137524
bibr36-10464964221137524
bibr7-10464964221137524
Steiner I. D. (bibr88-10464964221137524) 1972
bibr71-10464964221137524
bibr46-10464964221137524
bibr91-10464964221137524
bibr26-10464964221137524
Keyton J. (bibr57-10464964221137524) 1999
References_xml – ident: bibr39-10464964221137524
  doi: 10.1177/1046496419867760
– ident: bibr78-10464964221137524
  doi: 10.1027/1016-9040/a000226
– ident: bibr93-10464964221137524
  doi: 10.1080/07294360600947301
– ident: bibr69-10464964221137524
  doi: 10.1016/j.cedpsych.2017.01.009
– ident: bibr47-10464964221137524
  doi: 10.1016/j.learninstruc.2016.01.005
– ident: bibr75-10464964221137524
  doi: 10.1007/s11412-017-9259-5
– ident: bibr77-10464964221137524
  doi: 10.1007/s10648-015-9312-8
– ident: bibr80-10464964221137524
  doi: 10.1016/j.chb.2015.01.026
– ident: bibr30-10464964221137524
  doi: 10.4324/9781315697048-6
– ident: bibr67-10464964221137524
  doi: 10.1016/j.lcsi.2021.100543
– ident: bibr9-10464964221137524
  doi: 10.1007/s11409-013-9107-6
– ident: bibr2-10464964221137524
  doi: 10.1177/1046496403259757
– ident: bibr52-10464964221137524
  doi: 10.3389/feduc.2020.00111
– ident: bibr54-10464964221137524
  doi: 10.1007/s11251-006-9008-z
– ident: bibr95-10464964221137524
  doi: 10.1007/s11409-008-9033-1
– ident: bibr66-10464964221137524
  doi: 10.1080/00461520.2019.1670064
– volume-title: Handbook of group and organizational learning
  year: 2018
  ident: bibr84-10464964221137524
– ident: bibr8-10464964221137524
  doi: 10.2307/2086941
– ident: bibr24-10464964221137524
  doi: 10.4324/9781315617572
– ident: bibr23-10464964221137524
  doi: 10.1207/S1532690XCI2004_1
– ident: bibr59-10464964221137524
  doi: 10.1007/s11412-018-9277-y
– ident: bibr43-10464964221137524
  doi: 10.1080/00461520.2012.748006
– ident: bibr87-10464964221137524
  doi: 10.1007/s11409-016-9167-5
– volume-title: Group processes and productivity
  year: 1972
  ident: bibr88-10464964221137524
– ident: bibr49-10464964221137524
  doi: 10.1016/j.learninstruc.2005.07.012
– ident: bibr12-10464964221137524
  doi: 10.1016/j.compedu.2017.07.008
– ident: bibr36-10464964221137524
  doi: 10.14786/flr.v3i1.159
– ident: bibr53-10464964221137524
  doi: 10.1080/03075079.2019.1665318
– start-page: 192
  volume-title: The handbook of group communication theory and research
  year: 1999
  ident: bibr57-10464964221137524
– ident: bibr82-10464964221137524
  doi: 10.1007/s11409-011-9085-5
– ident: bibr18-10464964221137524
  doi: 10.1007/s11251-012-9206-9
– start-page: 277
  volume-title: The educational psychology series: Metacognition in educational theory and practice
  year: 1998
  ident: bibr98-10464964221137524
– ident: bibr29-10464964221137524
  doi: 10.1016/j.lindif.2022.102146
– ident: bibr38-10464964221137524
  doi: 10.1016/j.ijer.2016.10.006
– ident: bibr40-10464964221137524
  doi: 10.1007/s11409-010-9061-5
– start-page: 297
  volume-title: Motivation and self-regulated learning: Theory, research and applications
  year: 2008
  ident: bibr99-10464964221137524
– start-page: 162
  volume-title: Affective learning together: Social and emotional dimensions of collaborative learning
  year: 2013
  ident: bibr50-10464964221137524
– ident: bibr91-10464964221137524
  doi: 10.1016/j.ijer.2021.101861
– ident: bibr21-10464964221137524
  doi: 10.1007/978-3-030-35343-8_14
– ident: bibr102-10464964221137524
  doi: 10.1016/B978-012109890-2/50031-7
– ident: bibr13-10464964221137524
  doi: 10.1111/j.1756-8765.2008.01005.x
– ident: bibr61-10464964221137524
  doi: 10.1016/j.sbspro.2011.12.091
– ident: bibr44-10464964221137524
  doi: 10.1007/s11412-019-09313-2
– ident: bibr27-10464964221137524
  doi: 10.1002/cad.20261
– ident: bibr90-10464964221137524
  doi: 10.1007/s40593-018-0165-4
– ident: bibr74-10464964221137524
  doi: 10.1007/s11409-013-9105-8
– start-page: 1
  volume-title: Collaborative-learning: Cognitive and computational approaches
  year: 1999
  ident: bibr19-10464964221137524
– ident: bibr83-10464964221137524
  doi: 10.1027/1016-9040.10.3.199
– ident: bibr65-10464964221137524
  doi: 10.1037/gdn0000144
– ident: bibr32-10464964221137524
  doi: 10.1080/07370000701798495
– ident: bibr22-10464964221137524
  doi: 10.1080/00461520.2011.538645
– ident: bibr56-10464964221137524
  doi: 10.1016/B978-0-12-849867-5.00001-X
– ident: bibr25-10464964221137524
  doi: 10.14786/flr.v2i4.131
– ident: bibr37-10464964221137524
  doi: 10.1146/annurev.psych.56.091103.070250
– ident: bibr51-10464964221137524
  doi: 10.1080/00461520.2015.1075400
– ident: bibr92-10464964221137524
  doi: 10.1080/09500693.2015.1083634
– ident: bibr42-10464964221137524
  doi: 10.4324/9781315617572-13
– start-page: 462
  volume-title: International handbook of collaborative learning
  year: 2013
  ident: bibr96-10464964221137524
– ident: bibr1-10464964221137524
  doi: 10.1177/0273475308322283
– ident: bibr28-10464964221137524
  doi: 10.1016/j.learninstruc.2012.03.003
– ident: bibr31-10464964221137524
  doi: 10.1177/016146811111300204
– ident: bibr79-10464964221137524
  doi: 10.1016/B978-012109890-2/50043-3
– ident: bibr72-10464964221137524
  doi: 10.1007/s10212-021-00589-3
– ident: bibr55-10464964221137524
  doi: 10.1037/0022-3514.65.4.681
– ident: bibr10-10464964221137524
  doi: 10.1207/S15327809JLS1203_1
– start-page: 179
  volume-title: Foundations of argumentative text processing
  year: 1999
  ident: bibr4-10464964221137524
– ident: bibr7-10464964221137524
  doi: 10.2307/2086790
– volume-title: Designing groupwork: Strategies for the heterogeneous classroom
  year: 2014
  ident: bibr16-10464964221137524
– ident: bibr14-10464964221137524
  doi: 10.1037/10096-006
– ident: bibr76-10464964221137524
  doi: 10.1080/00313831.2015.1066440
– ident: bibr103-10464964221137524
  doi: 10.3102/0002831207312909
– ident: bibr34-10464964221137524
  doi: 10.1080/13803610903444659
– ident: bibr6-10464964221137524
  doi: 10.1007/s11409-017-9178-x
– start-page: 51
  volume-title: 21st century skills: Rethinking how students learn
  year: 2010
  ident: bibr17-10464964221137524
– ident: bibr33-10464964221137524
  doi: 10.4324/9780203837290
– ident: bibr46-10464964221137524
  doi: 10.1891/1945-8959.12.3.267
– ident: bibr86-10464964221137524
  doi: 10.1007/s11412-015-9218-y
– ident: bibr62-10464964221137524
  doi: 10.1016/j.chb.2014.11.073
– ident: bibr60-10464964221137524
  doi: 10.1016/S0747-5632(02)00057-2
– start-page: 85
  volume-title: Team performance and measurement: Theory, methods, and applications
  year: 1997
  ident: bibr11-10464964221137524
– ident: bibr5-10464964221137524
  doi: 10.14786/flr.v8i2.561
– ident: bibr35-10464964221137524
  doi: 10.1016/j.learninstruc.2010.05.002
– ident: bibr63-10464964221137524
  doi: 10.1007/s11409-011-9077-5
– ident: bibr41-10464964221137524
  doi: 10.1016/j.learninstruc.2019.101268
– ident: bibr3-10464964221137524
  doi: 10.1037/0033-2909.118.2.272
– ident: bibr48-10464964221137524
  doi: 10.1080/00461520903433539
– ident: bibr89-10464964221137524
  doi: 10.1007/s11412-021-09340-y
– ident: bibr68-10464964221137524
  doi: 10.1177/1046496412437208
– ident: bibr81-10464964221137524
  doi: 10.1080/07370008.2011.607930
– ident: bibr26-10464964221137524
  doi: 10.1080/00335637109383090
– ident: bibr101-10464964221137524
  doi: 10.1007/s11412-021-09339-5
– ident: bibr71-10464964221137524
  doi: 10.1016/j.ijer.2020.101589
– ident: bibr58-10464964221137524
  doi: 10.1037/a0013495
– ident: bibr97-10464964221137524
  doi: 10.4324/9781315697048-3
– ident: bibr85-10464964221137524
  doi: 10.1002/job.1784
– ident: bibr15-10464964221137524
  doi: 10.3102/00346543064001001
– ident: bibr94-10464964221137524
  doi: 10.1016/j.learninstruc.2008.03.001
– start-page: 189
  volume-title: Learning in humans and machine: Towards an interdisciplinary learning science
  year: 1995
  ident: bibr20-10464964221137524
– ident: bibr64-10464964221137524
  doi: 10.4324/9780203848784
– ident: bibr45-10464964221137524
– ident: bibr73-10464964221137524
  doi: 10.5465/amr.2001.4845785
– ident: bibr100-10464964221137524
  doi: 10.1016/j.learninstruc.2005.07.009
– ident: bibr70-10464964221137524
  doi: 10.1016/j.chb.2015.03.082
SSID ssj0005143
Score 2.4787724
Snippet This study explored sequential patterns in social interaction states for group-level regulation of learning during collaborative learning. The participants...
SourceID proquest
crossref
sage
SourceType Aggregation Database
Enrichment Source
Index Database
Publisher
StartPage 512
SubjectTerms Collaboration
Collaborative learning
Cooperative learning
Joint participation
Learning
Physics
Regulation
Secondary school students
Secondary schools
Social interaction
Social participation
Title Sequential Patterns in Social Interaction States for Regulation in Collaborative Learning
URI https://journals.sagepub.com/doi/full/10.1177/10464964221137524
https://www.proquest.com/docview/2825418945
Volume 54
WOSCitedRecordID wos000912121200001&url=https%3A%2F%2Fcvtisr.summon.serialssolutions.com%2F%23%21%2Fsearch%3Fho%3Df%26include.ft.matches%3Dt%26l%3Dnull%26q%3D
hasFullText 1
inHoldings 1
isFullTextHit
isPrint
journalDatabaseRights – providerCode: PRVSPB
  databaseName: SAGE Journals HSS Package 2015
  customDbUrl:
  eissn: 1552-8278
  dateEnd: 99991231
  omitProxy: false
  ssIdentifier: ssj0005143
  issn: 1046-4964
  databaseCode: AEVPJ
  dateStart: 19990201
  isFulltext: true
  titleUrlDefault: http://journals.sagepub.com/
  providerName: SAGE Publications
link http://cvtisr.summon.serialssolutions.com/2.0.0/link/0/eLvHCXMwvV3NS8MwFH_o9ODFj6m4OSUHURCi_Uib5CRDHOJhDL-Yp5Km2Ri4TrZusP_epE03xQ88eU1fmzbvNfkl773fAzjpJYxJSSX2GBOY-IJhxmmChSepkk6PE5bkxSZou826Xd5ZgVGZC2NHcHJhwqr0G-WTtfm7zWn0pXUyXhrHJOEaOuvti08Dj1xNs2FUHHeXVTVMi_FPT4fGtS1NQOQcl-ltq7CmsbgbVGCtefPcuVtGhbg2Jp-E2PRgHaHfdvp5KVvi0w8hYfkq1dr69-_bhk0LaFGzsMAdWFFpFTYW8-q8CvVFUgw6RUU6MCrYSea78PKQx3JnprGTc32mEzRIS7n8wLLIvUAFLkYaZaN71bdlx4zs9dKWZwpZxtj-Hjy1bh6vb7Et94Cl73oZpkpDQar3j46vgkDIJFQBl5wTJ-mxgCjJRCw4l72ECJ_HIYsdGsah9H3PFHF3_H2opKNUHQBSNNaDRmLDbkhEzAVxhUOoJHp3pEeV1MApNRdJy4VuSnK8Rq6lP_-igRqcL255K4hAfhNulOYQlRqPTJYwcRknQQ3OjPqXl358UP3Pkoew4Wn8VcQmNqCSjafqCNblLBtMxsfWzN8B-GUOBQ
linkProvider SAGE Publications
linkToHtml http://cvtisr.summon.serialssolutions.com/2.0.0/link/0/eLvHCXMwpV1bS8MwFD7oJuiLd3Fzah5EQaj0ctokj2M4vI7hDX0qaZrKQKq4Odi_N2mzTfGC4Gt6EsI5afKl_c53APaylDEpqXR8xoSDgWAO4zR1hC-pkm7GkaVFsQna6bD7e961rEqTC2M92D8ytCo9o2KznrzdRZ44Rsg1atY3l4CGPs5CFTVsdytQbR7fdc-mBA_P0usxckwP-0_z20E-n0pTqPmB3VUcOO2l_0x1GRYtzCTNcl2swIzKV2FhstuNVqE-SVUh-6RM0iWlZshoDR6uC4b1wDR2CwXOvE96-diu-IxYZkSQEq0SjX3JVVnX3rRq29Z0hQ0VsTquj-tw2z6-aZ04tgiDIwPPHzhUaYBG9a3ODVQYCplGKuSSc3TTjIWoJBOJ4FxmKYqAJxFLXBolkQwC35RWd4MNqOTPudoEomiinYCJ0RxEkXCBnnCRStR3Fu0lrIE7DkIsrUK5KZTxFHtWlPyLR2twOOnyUspz_GbcGEc2HgcvNrm76DGOYQ0OTCSnj34cqP5ny12YP7m5vIgvTjvnW7BgatWX7MEGVAavb2ob5uRw0Ou_7tjV-w52puXo
linkToPdf http://cvtisr.summon.serialssolutions.com/2.0.0/link/0/eLvHCXMwpV3rS8MwED90E9kXH1Nxc2o-iIJQ10faJB_H3PDFGL6Yn0qapjKQOrY52H9v0mab4gPBr-klhLtrcpe7-x3AURJTKgQRlkspt7DHqUUZiS3uCiKFnTBM46zZBOl0aK_HuubBTdfCGA6OznRaldpRdljrv3sQJ3UTY6zruCRmynJW3otHfBcvQ1G5NbZbgGKj9di9WiR5OCbFHgeWnmHimt8u8vlmWpibHzK8skunvf7f7W7AmjE3USPXj01YkmkZSvNTb1qG6rxkBR2jvFgX5dgh0y14ussyrcd6sJshcaYj1E9ndNlzYl4ZgXKrFSkbGN3m_e31qKJtLjRtIpHBc33ehod26755YZlmDJbwHHdsEakMNaK8O9uTvs9FHEifCcawHSfUx1JQHnHGRBJj7rEooJFNgigQnufqFuu2twOF9DWVu4AkiRQTcKSxBzGPGMcOtzERWPkuiku4AvZMEKEwSOW6YcZL6Bhw8i8crcDpfMogh-n4jbg2k244E2Coa3ixQxn2K3Cipbn49ONC1T9THsJq97wd3lx2rvegpFvW50mENSiMh29yH1bEZNwfDQ-MAr8DOTboXA
openUrl ctx_ver=Z39.88-2004&ctx_enc=info%3Aofi%2Fenc%3AUTF-8&rfr_id=info%3Asid%2Fsummon.serialssolutions.com&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=article&rft.atitle=Sequential+Patterns+in+Social+Interaction+States+for+Regulation+in+Collaborative+Learning&rft.jtitle=Small+group+research&rft.au=Vuorenmaa+Eija&rft.au=J%C3%A4rvel%C3%A4+Sanna&rft.au=Dindar+Muhterem&rft.au=J%C3%A4rvenoja+Hanna&rft.date=2023-08-01&rft.pub=SAGE+PUBLICATIONS%2C+INC&rft.issn=1046-4964&rft.eissn=1552-8278&rft.volume=54&rft.issue=4&rft.spage=512&rft.epage=550&rft_id=info:doi/10.1177%2F10464964221137524&rft.externalDBID=NO_FULL_TEXT
thumbnail_l http://covers-cdn.summon.serialssolutions.com/index.aspx?isbn=/lc.gif&issn=1046-4964&client=summon
thumbnail_m http://covers-cdn.summon.serialssolutions.com/index.aspx?isbn=/mc.gif&issn=1046-4964&client=summon
thumbnail_s http://covers-cdn.summon.serialssolutions.com/index.aspx?isbn=/sc.gif&issn=1046-4964&client=summon