Collaborative working in primary school: perceived support and shared regulation

Authors

  • Joana Marques Faculdade de Psicologia, Universidade de Lisboa
  • Sofia Oliveira Faculdade de Psicologia, Universidade de Lisboa
  • Paula Costa Ferreira Faculdade de Psicologia, Universidade de Lisboa
  • Ana Margarida Veiga-Simão Faculdade de Psicologia, Universidade de Lisboa

Keywords:

learning, learning strategy, group work, problem solving

Abstract

Shared regulation is an essential element in collaborative learning and group work, which provides good opportunities for students to develop self-regulation competencies through interaction with others. This study aimed to understand how students perceive shared regulation of learning during group work and how they support each other as a team in the regulation of tasks in solving problems. The data were collected from a sample of 251 participants from 3rd and 4th grade. Results revealed that students identifi ed facilitators and non-facilitators in the shared regulation of tasks. Perceived support emerged as an important factor for shared regulation of tasks. Practical implications as well as limitations of the study are discussed.

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Author Biographies

Joana Marques, Faculdade de Psicologia, Universidade de Lisboa

Faculdade de Psicologia, Universidade de Lisboa. Psicóloga Educacional. Mestre em Psicologia da Educação e da Orientação pela Faculdade de Psicologia, Universidade de Lisboa.

Sofia Oliveira, Faculdade de Psicologia, Universidade de Lisboa

Doutoranda em Psicologia, especialidade de Psicologia da Educação (Fundação para a Ciência e Tecnologia, SFRH/BD/137845/2018). Membro do grupo de investigação PEAAR – Programa de Estudos da Aprendizagem Autorregulada.

Paula Costa Ferreira, Faculdade de Psicologia, Universidade de Lisboa

CICPSI, Faculdade de Psicologia, Universidade de Lisboa. Professora Auxiliar Convidada. Investigadora Pós-doc (Fundação para a Ciência e Tecnologia, SFRH/BPD/110695/2015). Investigadora no Instituto de Engenharia de Sistemas e Computadores - Investigação e Desenvolvimento (INESC-ID) do Instituto Superior Técnico. Coordenadora do Programa de Estudos de Cyberbullying.

Ana Margarida Veiga-Simão, Faculdade de Psicologia, Universidade de Lisboa

CICPSI, Faculdade de Psicologia, Universidade de Lisboa. Professora Catedrática. Coordenadora da secção de Psicologia da Educação e da Orientação, do Programa de Doutoramento Interuniversitário em Psicologia da Educação e do Grupo de Investigação em Psicologia da Educação e da Orientação do Centro de Investigação em Ciência Psicológica.

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Published

2019-04-30

How to Cite

Marques, J., Oliveira, S., Ferreira, P. C., & Veiga-Simão, A. M. (2019). Collaborative working in primary school: perceived support and shared regulation. Cadernos De Pesquisa, 49(171), 204–223. Retrieved from https://publicacoes.fcc.org.br/cp/article/view/5287

Issue

Vol. 49 No. 171: jan./mar.2019

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Articles

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