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<p>The quality of peer interactions is crucial for learning success in cooperative learning. However, research on the regulation of these processes is scarce. This study investigates how third-grade students regulate their learning process during peer tutoring and the importance of learning prerequisites and teacher support. Analysis of 20&#xa0;transcripts shows that the children mainly use monitoring and rarely plan, with a&#xa0;focus on task processing. Higher science competence correlated with a&#xa0;content-related focus of the regulatory activities. More intensive teacher support for planning and monitoring was associated with less independent control by the peers, while support for evaluation correlated with more planning activities.</p>

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Gemeinsame Steuerung des Lernprozesses beim kooperativen Lernen: Eine explorative Untersuchung der Peer-Interaktionen von Grundschüler*innen

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2025年6月11日

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  • Svenja Rieser,
  • Katja Adl-Amini

摘要

The quality of peer interactions is crucial for learning success in cooperative learning. However, research on the regulation of these processes is scarce. This study investigates how third-grade students regulate their learning process during peer tutoring and the importance of learning prerequisites and teacher support. Analysis of 20 transcripts shows that the children mainly use monitoring and rarely plan, with a focus on task processing. Higher science competence correlated with a content-related focus of the regulatory activities. More intensive teacher support for planning and monitoring was associated with less independent control by the peers, while support for evaluation correlated with more planning activities.