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The Relationship Between Collaborative Learning and Self- Regulated Learning During Adolescence: a Meta-Analytic Review

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The Relationship Between Collaborative Learning and Self- Regulated Learning During Adolescence: a Meta-Analytic Review THE RELATIONSHIP BETWEEN COLLABORATIVE LEARNING AND SELF- REGULATED LEARNING DURING ADOLESCENCE: A META-ANALYTIC REVIEW Adrian D. Bridges A dissertation submitted to the faculty of the University of North Carolina at Chapel Hill in partial fulfillment of the requirements of the degree of Doctor of Philosophy in the Department of Education Chapel Hill 2014 Approved by: Gregory J. Cizek Jeffrey A. Greene Jill V. Hamm Judith Meece William B. Ware ABSTRACT ADRIAN D. BRIDGES: The Relationship Between Collaborative Learning and Self- Regulated Learning During Adolescence: A Meta-Analytic Review (Under the direction of Jeffrey A. Greene) There is evidence that, on their own, both self-regulated learning (SRL) and collaborative learning (CL) are effective ways of bolstering students’ academic performance. Yet, the relationship between CL and SRL has remained unclear. Using meta-analysis, I explored the relationship between CL and the SRL skills and knowledge that are required for academic success for adolescent students. I identified and investigated a number of factors that might moderate the relationship between CL and SRL, including but not limited to, age, gender, and method of SRL assessment. Scholars also require knowledge about the relative strength of the relationships between various collaborative learning methods and the acquisition of SRL skills and knowledge. The extent to which the relationship between CL and SRL varies across adolescence and subject areas was also unclear. I investigated those and other related research questions. The results of this study indicated that, overall, there was a positive and statistically significant relationship between CL and SRL. CL methods that included observational learning, among other social cognitive learning processes, demonstrated the strongest effect on the relationship between CL and SRL. Experiment classification, a methodological factor, also demonstrated a positive effect on the relationship between CL and SRL. ii ACKNOWLEDGEMENTS This dissertation is the culmination of many hours of endeavor, both individually and collaboratively, with a number of important people. I am deeply indebted to these individuals for their wisdom, support, and encouragement. First, I would like to acknowledge my adviser and committee chair, Dr. Jeffrey A. Greene. I owe a profound debt of gratitude to this scholar and guide for his patience, support, and counsel throughout this entire process. His detailed reviews of my writing have helped me clarify many concepts and his contributions to the domain of self-regulated learning have influenced me in a number of positive ways. I am likewise indebted to the other members of my dissertation committee: Dr. Gregory Cizek, Dr. Jill Hamm, Dr. Judith Meece, and Dr. William Ware. I wish to express my gratitude to each of them for their insightful suggestions, patience, consideration, knowledge, expertise, and encouragement. In addition, I offer my appreciation to Dr. Leigh Hall for working with me during my graduate studies at UNC and Sharon Powell for assisting with and facilitating key events. Finally, I would like to express my appreciation to my fellow students in the Educational Psychology, Measurement, and Evaluation Program and my cohort at the School of Education at UNC. A special thanks goes to Dr. Amy Dent for her guidance and insight concerning research synthesis, meta-analysis, and self-regulated learning. iii Table of Contents ABSTRACT .................................................................................................................................... ii ACKNOWLEDGEMENTS ........................................................................................................... iii LIST OF FIGURES ....................................................................................................................... ix CHAPTER 1 ................................................................................................................................... 1 INTRODUCTION ....................................................................................................................... 1 Theoretical Framework............................................................................................................ 4 Self-regulated learning theory ............................................................................................. 4 Collaborative learning and social cognitive theory ............................................................ 6 Summary ............................................................................................................................. 9 Benefits of Meta-Analysis and Research Questions ................................................................ 9 CHAPTER 2 ................................................................................................................................. 14 LITERATURE REVIEW .......................................................................................................... 14 Models of Self-Regulated Learning ...................................................................................... 14 Boekaerts’ model of self-regulated learning. .................................................................... 14 Winne’s model of self-regulated learning. ........................................................................ 16 Pintrich’s model of self-regulated learning. ...................................................................... 18 Zimmerman’s model of self-regulated learning. .............................................................. 19 Forethought phase. ........................................................................................................ 20 Self-control, observation, and experimentation during the performance phase ........... 23 Judgment ....................................................................................................................... 24 Four levels of self-regulated learning skill. .................................................................. 25 iv Summary of self-regulated learning models. .................................................................... 28 Social Cognitive Influences on Self-Regulated Learning ..................................................... 31 Social and Environmental Support of Self-Regulated Learning ........................................... 33 Collaborative Learning .......................................................................................................... 34 Problem-solving methods ................................................................................................. 38 Inquiry learning ................................................................................................................. 39 Cooperative learning. ........................................................................................................ 41 Reciprocal teaching. .......................................................................................................... 43 Self-regulatory skills and processes within collaborative learning. .................................. 44 Summary of collaborative learning. .................................................................................. 46 Theoretical Moderators.......................................................................................................... 48 Socio-economic status. ..................................................................................................... 48 Gender. .............................................................................................................................. 50 Race................................................................................................................................... 53 Prior achievement. ............................................................................................................ 55 Age. ................................................................................................................................... 56 Academic subject. ............................................................................................................. 60 Collaborative instructional methods ................................................................................. 62 Year of publication. ............................................................................................................... 63 Methodological Moderators .................................................................................................. 64 Type of publication. .......................................................................................................... 64 Type of self-regulated learning measure. .......................................................................... 64 Offline measures of self-regulated learning .................................................................. 65 Online measures of SRL ............................................................................................... 66 v Fidelity of Implementation. .............................................................................................. 69 Why Meta-Analysis, and Why It Was Needed ...................................................................... 70 CHAPTER 3 ................................................................................................................................. 73 METHODS...............................................................................................................................
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