Eliciting Reciprocal Peer-Tutoring Groups' Metacognitive Regulation Through Structuring and Problematizing Scaffolds. Issue 4 (1st October 2016)

• Record Type: Journal Article
• Authors: De Backer, Liesje; Van Keer, Hilde; Valcke, Martin
• Is Part Of: Journal of experimental education. Volume 84:Issue 4(2016)
• Page Start: 804
• Page End: 828
• Publication Date: 2016-10-01
• Subjects: higher education -- metacognitive scaffolds -- peer tutoring -- regulation skills -- regulation approaches; Education -- Experimental methods -- Periodicals; Educational psychology -- Periodicals; Education -- Periodicals; Psychology, Experimental -- Periodicals; 370.15
• DOI: 10.1080/00220973.2015.1134419
• Languages: English
• ISSNs: 0022-0973

Abstract

Abstract : The study examines whether structuring (SS) versus problematising scaffolds (PS) differently affect reciprocal peer-tutoring (RPT) groups' adoption of particular regulation skills, deep-level regulation, and tutee-initiated regulation. A quasi-experimental design involving two experimental groups (SS versus PS condition) was adopted. The first, third, and sixth RPT-session of eight randomly selected RPT-groups (four from the SS condition, four from the PS condition) were videotaped (48hr). Mixed ANOVAs were conducted to investigate the impact of both scaffold types on RPT-groups' metacognitive regulation. The results indicate that neither scaffold type encourages RPT-groups into a balanced adoption of, or initiative for, regulation skills and a deep-level approach. Nevertheless, the PS condition significantly outperforms the SS condition in evoking deep-level monitoring, tutee-initiated orientation, and tutee-initiated monitoring.