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.
| Original language | English |
|---|---|
| Pages (from-to) | 1030-1051 |
| Journal | Scandinavian Journal of Educational Research |
| Volume | 64 |
| Issue number | 7 |
| Early online date | 11 Jul 2019 |
| DOIs | |
| Publication status | Published - 2020 |
Funding
This research was supported by the Dutch Organisation for Scientific Research (Nederlandse Organisatie voor Wetenschappelijk Onderzoek) [grant number 023.002.122]. The authors would like to thank the participating supervisors and students for observing their experiences, and Gijsbert Erkens for his valuable help with data preparation and analyses.