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ADDRESS - Adaptive Motivation Regulation in Individual and Socially Shared Learning Situations

 

Adaptive Motivation Regulation in Individual and Socially Shared Learning Situations” research aims to (1) identify and examine how various forms of motivation regulation emerge in individual and collaborative learning situations, (2) extend our analyses of motivation as a social phenomenon to the socially shared regulation of motivation and (3) identify how students can be supported in effective motivation regulation during collaborative learning by nStudy technology.

The increased need for learning competence is evident at both school and the workplace when individuals have to make choices and plan their actions strategically; this is to say, self-regulate their learning. Success is dependent on effective motivation regulation in addition to the regulation of cognition. Today, this is rarely a solitary task and pressure for active motivation regulation in shared learning situations is increasing. The problem with our current understanding is that mainstream models of self-regulation focus heavily on the individual. Another problem is that the individual and socially shared forms of motivation regulation have not been considered in relation to each other and to processes that are dynamic and evolving over time. We aim to progress our research to date to identify the multiple forms of motivation regulation, both individual and social, and consider how these are adapted to different learning situations, to examine how these interact, and to identify how technological study tools can help students develop effective motivation regulation strategies.

We will investigate adaptive motivation regulation in individual and socially shared learning situations. The aims are to (1) identify and examine how various forms of motivation regulation emerge in individual and collaborative learning situations, (2) extend our analyses of motivation as a social phenomenon to the socially shared regulation of motivation and (3) identify how students can be supported in effective motivation regulation during collaborative learning by nStudy technology.

The empirical experiment will be carried out with primary and upper secondary school students. During the long-term data collection period, the students will have both small group collaborative and individual working periods.  The students will study with the help of the nStudy computer environment to support their motivation regulation, namely self-, co- and shared-regulation. Since self-regulated learning is an active and ongoing process, we focus on capturing the regulation of motivation as a dynamic process in three ways. Firstly, information related to the students’ approaches to SRL will be gathered at the start, after one year and at the end of the research period. Secondly, changes in the process of motivation regulation will be followed using a task-specific questionnaire called the Adaptive Questionnaire for Regulation of Emotions (AIRE). Thirdly, data on students’ actual learning behavior will be collected on-the-fly both through nStudy and videotaping.

 

Project duration

2009-2012

Project funding

Academy of Finland

Project staff

Sanna Järvelä

Hanna Järvenoja

Jonna Malmberg

Marika Koivuniemi

Project partners

Contact

Sanna Järvelä

Last updated: 18.6.2013