A systematic review of the role of teachers’ support in promoting socially shared regulatory strategies for learning
Interpersonal physiological synchrony and collaboration in educational contexts have been identified as key aspects of the learning environment to foster critical thinking, decision-making, problem-solving, and shared knowledge construction and learning of students. In addition to this, teachers’ su...
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| Vydané v: | Frontiers in psychology Ročník 14; s. 1208012 |
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| Hlavní autori: | , , |
| Médium: | Journal Article |
| Jazyk: | English |
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Frontiers Media S.A
14.09.2023
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| ISSN: | 1664-1078, 1664-1078 |
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| Abstract | Interpersonal physiological synchrony and collaboration in educational contexts have been identified as key aspects of the learning environment to foster critical thinking, decision-making, problem-solving, and shared knowledge construction and learning of students. In addition to this, teachers’ support and interaction with students result in a protective factor for students’ well-being and academic outcomes. The main aim of this systematic review was to explore if and how teachers’ support and relationship with students can affect their use of Socially Shared Regulatory Strategies for Learning (SSRL). Studies were identified in six electronic databases (Web of Science, Scopus, PubMed, Embase, and Cochrane CENTRAL and ERIC) following PRISMA guidelines. The initial search yielded a total of 110 records. Fifty-nine studies were fully reviewed, and 16 studies met all inclusion criteria and formed the basis for the review. Studies were analyzed and teachers’ support strategies to enhance SSRL were identified and recorded. This review identifies a range of teachers’ strategies that may foster students’ SSRL, such as prompting and moving from one group to another, helping and checking the groups’ progress, especially in primary and secondary school; flipped classrooms at university level. The results of this systematic review may inform teachers, educational practitioners, the general public and the design of individualized educational interventions aimed at improving teacher-child relationships, their well-being and academic performance. |
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| AbstractList | Interpersonal physiological synchrony and collaboration in educational contexts have been identified as key aspects of the learning environment to foster critical thinking, decision-making, problem-solving, and shared knowledge construction and learning of students. In addition to this, teachers' support and interaction with students result in a protective factor for students' well-being and academic outcomes. The main aim of this systematic review was to explore if and how teachers' support and relationship with students can affect their use of Socially Shared Regulatory Strategies for Learning (SSRL). Studies were identified in six electronic databases (Web of Science, Scopus, PubMed, Embase, and Cochrane CENTRAL and ERIC) following PRISMA guidelines. The initial search yielded a total of 110 records. Fifty-nine studies were fully reviewed, and 16 studies met all inclusion criteria and formed the basis for the review. Studies were analyzed and teachers' support strategies to enhance SSRL were identified and recorded. This review identifies a range of teachers' strategies that may foster students' SSRL, such as prompting and moving from one group to another, helping and checking the groups' progress, especially in primary and secondary school; flipped classrooms at university level. The results of this systematic review may inform teachers, educational practitioners, the general public and the design of individualized educational interventions aimed at improving teacher-child relationships, their well-being and academic performance.Interpersonal physiological synchrony and collaboration in educational contexts have been identified as key aspects of the learning environment to foster critical thinking, decision-making, problem-solving, and shared knowledge construction and learning of students. In addition to this, teachers' support and interaction with students result in a protective factor for students' well-being and academic outcomes. The main aim of this systematic review was to explore if and how teachers' support and relationship with students can affect their use of Socially Shared Regulatory Strategies for Learning (SSRL). Studies were identified in six electronic databases (Web of Science, Scopus, PubMed, Embase, and Cochrane CENTRAL and ERIC) following PRISMA guidelines. The initial search yielded a total of 110 records. Fifty-nine studies were fully reviewed, and 16 studies met all inclusion criteria and formed the basis for the review. Studies were analyzed and teachers' support strategies to enhance SSRL were identified and recorded. This review identifies a range of teachers' strategies that may foster students' SSRL, such as prompting and moving from one group to another, helping and checking the groups' progress, especially in primary and secondary school; flipped classrooms at university level. The results of this systematic review may inform teachers, educational practitioners, the general public and the design of individualized educational interventions aimed at improving teacher-child relationships, their well-being and academic performance. Interpersonal physiological synchrony and collaboration in educational contexts have been identified as key aspects of the learning environment to foster critical thinking, decision-making, problem-solving, and shared knowledge construction and learning of students. In addition to this, teachers’ support and interaction with students result in a protective factor for students’ well-being and academic outcomes. The main aim of this systematic review was to explore if and how teachers’ support and relationship with students can affect their use of Socially Shared Regulatory Strategies for Learning (SSRL). Studies were identified in six electronic databases (Web of Science, Scopus, PubMed, Embase, and Cochrane CENTRAL and ERIC) following PRISMA guidelines. The initial search yielded a total of 110 records. Fifty-nine studies were fully reviewed, and 16 studies met all inclusion criteria and formed the basis for the review. Studies were analyzed and teachers’ support strategies to enhance SSRL were identified and recorded. This review identifies a range of teachers’ strategies that may foster students’ SSRL, such as prompting and moving from one group to another, helping and checking the groups’ progress, especially in primary and secondary school; flipped classrooms at university level. The results of this systematic review may inform teachers, educational practitioners, the general public and the design of individualized educational interventions aimed at improving teacher-child relationships, their well-being and academic performance. |
| Author | Limone, Pierpaolo Sulla, Francesco Monacis, Domenico |
| AuthorAffiliation | 1 Learning Science Hub, Department of Humanities, University of Foggia , Foggia, Apulia , Italy 2 Department of Humanities, Pegaso University , Naples, Campania , Italy |
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| Cites_doi | 10.3102/0002831207312909 10.13189/ujer.2018.060708 10.1007/s13384-018-0261-3 10.1007/s11409-010-9061-5 10.1186/s13643-016-0384-4 10.1016/j.compedu.2018.07.021 10.1177/0305735613503180 10.1371/journal.pmed.1003583 10.1007/978-3-662-03362-3_16 10.3389/fpsyg.2021.674369 10.3389/fpsyg.2020.00783 10.3389/fpsyg.2021.722535 10.3389/feduc.2020.580543 10.1002/cad.20261 10.1007/s10758-021-09526-1 10.2307/48647029 10.1016/j.edurev.2019.02.001 10.1007/s11409-012-9086z 10.1007/s12528-021-09269-z 10.1016/j.cedpsych.2020.101925 10.1080/10494820.2020.1857783 10.1016/j.jclinepi.2021.02.003 10.1111/medu.14566 10.1007/s11409-014-9124-0 10.36681/tused.2021.62 10.1080/03075079.2019.1665318 10.3390/educsci13010078 10.1177/016146811111300204 10.4073/cmg.2016.1 10.5539/jedp.v12n1p1 10.1007/s11412-021-09353-7 10.1080/00461520903028990 10.1016/j.edurev.2012.11.003 10.3390/educsci11090512 10.1007/s11412-015-9218-y 10.1088/1742-6596/1613/1/012049 |
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| Title | A systematic review of the role of teachers’ support in promoting socially shared regulatory strategies for learning |
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