Abstracts - Earli

empirical studies which follow in the symposium and at the same time provides, to some extent atleast, a point of comparison with socio-cognitive and other motivational approaches.The role of co-regulation in enhancing self-regulated learning and academic outcomes: Asociocultural studyLynette Arnold, University of South Australia, AustraliaRichard Walker, University of Sydney, AustraliaThis paper reports an intervention, grounded in sociocultural theory that enhanced Year 5 students’academic regulatory processes and achievement outcomes within naturalistic classroom settings.The intervention consisted of two parts: first a series of teacher workshops exploring opportunitiesto enhance student regulatory processes, and second the teacher implementation of a collaborativeresearcher-teacher program that scaffolded students’ metacognitive and cognitive behaviour. Asample of 135 Year 5 students in five classes across two schools participated in the study. Thefocus of investigation was classroom interaction and student engagement in classroom curriculumactivities promoting teacher scaffolding and co-regulation that enhanced self-regulation(McCaslin, 2004). Prior to the intervention, classroom observations were conducted to identify thecontextual and sociocultural influences on students’ academic regulatory processes. A series ofstudent survey and assessment data was also collected to establish students’ metacognitiveknowledge monitoring ability, perceived competence and achievement. Teachers in one schoolthen implemented the intervention program. Further data was collected during and after theintervention. Specifically, the complementary results of hierarchical linear modelling (HLM),classroom discourse mapping and case study analyses will be discussed. Particular attention willbe given to how high-, medium- and low- achieving students identified themselves as learners, andthe ways in which the contextually relevant, socially situated opportunities provided as a result ofthe intervention promoted positive changes in identity and perceptions of self that led to improvedself-regulated learning and achievement outcomes for intervention students.Self-regulation and transfer in a problem based learning medical programSarah Hyde, University of Sydney, AustraliaRichard Walker, University of Sydney, AustraliaThis longitudinal study applies a socio-cultural approach to the investigation of how medicalstudents regulated and transferred their learning in problem-based learning (PBL) tutorials and thehospital ward. A socio-cultural perspective explains self-regulation as arising through interactionwith others and transformation of ones participation through joint activity. Transfer is alsodependent upon participation in activities and activity structures. A socio-cultural approachconceives transfer as the changing relations between persons and context, with the socio-culturalactivity mediating that change and development (Beach, 1999). This changing relation results in adifferent sense of self and social positioning, depending upon an individuals desired or actual rolewithin a specific context. A person can establish similar meaningful relationships with twodifferent contexts, depending on goals and identity, thus facilitating transfer (Beach, 1999). If ameaningful relationship fails to develop, or there is a mismatch between desired and actual rolehowever, resistance to regulation and transfer may occur, as will be illustrated. Video recordednon-participant observation and individual interviews with second and third year medical studentswere used to assess self-regulation and transfer over a two year period. This information wastriangulated with student journals, portfolios, and survey data. The results show that students’transfer and self-regulation are influenced by their perceived role within each context, as well asthe perceived usefulness of the learning task to reach their goals. Educators must be aware of the– 783 –