Abstracts - Earli

Tharpe, 1990), through to social constuctionist models of SRL (Jackson et al., 2000; Yowell &Smylie, 1999). Specifically, we contrast: (a) the role of social influence, (b) the emerging languagefor describing self-regulated (self-regulation, co-regulation, or socially shared regulation), and (c)empirical methods for researching social aspects of SRL at various points along a socialcontinuum.Socially constructed self-regulated learning in collaborative learning groupsSanna Järvelä, University of Oulu, FinlandHanna Järvenoja, University of Oulu, FinlandAlthough self-regulation research has traditionally focused on an individual perspective, there isan increasing interest in considering these processes at the social level with reference to conceptssuch as social regulation, shared regulation, or co-regulation (Järvelä & Volet, 2005). Thechallenge of investigating social processes on SRL led us to apply new kinds of research designswhich better match the dynamic processes involved in individuals’ interactions in social situations.We examined how 16 groups of university students (N=63) worked with three differentcollaborative learning tasks in an educational psychology class. Building on previous research andcontemporary theories of motivation and self-regulation (Corno, 2001; McCann & Garcia, 1999;Pintrich, 1999; Wolters, 2003) as well as our own work (Järvelä et al. 2000; Järvenoja & Järvelä,2005; Järvenoja, Volet & Järvelä, 2004), we designed a "dynamic questionnaire" which assesseseach group member’s engagement in the use of self-, other-, and negotiated regulation strategies.Another essential method used for data collection was the video recordings of students’ groupwork to expand beyond the results of the dynamic questionnaire. Group interviews after thecollaboration sessions were also conducted. The data show that the students efforts to controlemotions enhanced their interest and satisfaction towards their collaborative work. For example,when the group members agreed upon some of the experienced critical aspects of collaborativework, they showed how they were able to adjust their personal goals and motivation regulation toovercome the challenging situation. The findings also show that in collaborative groups anindividual group member can play a leading role in activating motivation regulation and new kindsof ways for motivation regulation emerges among the group members.Situating motivational orientations and Self-Regulation in socio-cultural educational contexts: Anintegrative perspectiveAvi Kaplan, Ben Gurion University, IsraelIn this presentation I will challenge a common view of self-regulation as a unitary, distinct, a-contextual construct, and argue that 1) different self-regulated learning strategies are gearedtowards different objectives; 2) as such, different self-regulated learning strategies become theactive manifestation of different motivational orientations for the task; 3) the actual employmentof specific self-regulated learning strategies would depend on students’ perception of thesestrategies as available and relevant within the framework of different motivational orientations forthe task; 4) students’ perceptions of specific self-regulated learning strategies as available andrelevant would be different in different socio-cultural contexts within which tasks are construeddifferently. I will present data from a research project on motivation and self-regulation in writingthat support some of these claims. Two-hundred and eleven high school students engaged in awriting assignment and then reported on their achievement goal orientations and self-regulationand writing strategies in that task. Smallest Space Analyses (SSA) indicated that specific selfregulationand writing strategies were perceived as elements within goal orientations, thussuggesting a phenomenological integration of motivation and self-regulation and learning– 128 –