Fernandez-Rio Javier, Cecchini Jose A, Méndez-Gimenez Antonio, Mendez-Alonso David, Prieto Jose A
Department of Educational Science, University of Oviedo Oviedo, Spain.
Facultad Padre Ossó, University of Oviedo Oviedo, Spain.
Front Psychol. 2017 Jan 19;8:22. doi: 10.3389/fpsyg.2017.00022. eCollection 2017.
Learning to learn and learning to cooperate are two important goals for individuals. Moreover, self regulation has been identified as fundamental to prevent school failure. The goal of the present study was to assess the interactions between self-regulated learning, cooperative learning and academic self-efficacy in secondary education students experiencing cooperative learning as the main pedagogical approach for at least one school year. 2.513 secondary education students (1.308 males, 1.205 females), 12-17 years old ( = 13.85, = 1.29), enrolled in 17 different schools belonging to the National Network of Schools on Cooperative Learning in Spain agreed to participate. They all had experienced this pedagogical approach a minimum of one school year. Participants were asked to complete the cooperative learning questionnaire, the strategies to control the study questionnaire and the global academic self-efficacy questionnaire. Participants were grouped based on their perceptions on cooperative learning and self-regulated learning in their classes. A combination of hierarchical and -means cluster analyses was used. Results revealed a four-cluster solution: cluster one included students with low levels of cooperative learning, self-regulated learning and academic self-efficacy, cluster two included students with high levels of cooperative learning, self-regulated learning and academic self-efficacy, cluster three included students with high levels of cooperative learning, low levels of self-regulated learning and intermediate-low levels of academic self-efficacy, and, finally, cluster four included students with high levels of self-regulated learning, low levels of cooperative learning, and intermediate-high levels of academic self-efficacy. Self-regulated learning was found more influential than cooperative learning on students' academic self-efficacy. In cooperative learning contexts students interact through different types of regulations: self, co, and shared. Educators should be aware of these interactions, symmetrical or asymmetrical, because they determine the quality and quantity of the students' participation and achievements, and they are key elements to prevent school failure.
学会学习和学会合作是个人的两个重要目标。此外，自我调节已被视为预防学业失败的基础。本研究的目的是评估在至少一学年中将合作学习作为主要教学方法的中学生中，自我调节学习、合作学习和学业自我效能之间的相互作用。西班牙全国合作学习学校网络中的17所不同学校的2513名中学生（1308名男生，1205名女生），年龄在12至17岁之间（平均年龄=13.85，标准差=1.29）同意参与研究。他们都至少经历过一学年这种教学方法。参与者被要求完成合作学习问卷、学习控制策略问卷和整体学业自我效能问卷。参与者根据他们对课堂上合作学习和自我调节学习的认知进行分组。采用了分层聚类分析和均值聚类分析相结合的方法。结果显示有四类分组：第一组包括合作学习、自我调节学习和学业自我效能水平较低的学生；第二组包括合作学习、自我调节学习和学业自我效能水平较高的学生；第三组包括合作学习水平较高、自我调节学习水平较低且学业自我效能处于中低水平的学生；最后，第四组包括自我调节学习水平较高、合作学习水平较低且学业自我效能处于中高水平的学生。研究发现自我调节学习对学生的学业自我效能比合作学习更具影响力。在合作学习环境中，学生通过不同类型的调节进行互动：自我调节、共同调节和共享调节。教育工作者应该意识到这些对称或不对称的相互作用，因为它们决定了学生参与和成绩的质量与数量，并且是预防学业失败的关键因素。
