Toni Rogat

Purdue University | Purdue · Department of Educational Studies

This study extends prior research on both individual self-regulation and socially shared regulation during group learning to examine the range and quality of the cognitive and behavioral social regulatory sub-processes employed by six small collaborative groups of upper-elementary students (n = 24). Qualitative analyses were conducted based on vide...

The current study examines variation in other-regulation, conceptualized as efforts by one student to regulate their group's work. This study extends research which has conceptualized other-regulation as temporarily guiding others' conceptual understanding and skill development by broadening the spectrum of other-regulation to include directive for...

Research in traditional classrooms and laboratories has indicated that autonomy support by teachers is infrequent and focused on the narrow provision of choice. One explanation for the limited autonomy support in classrooms is that typical school resources and tasks limit the availability of experiences that are interesting, relevant, with meaningf...

In this chapter we briefly review the literature on motivation and cognitive engagement, and discuss how the key features of learning sciences-based environments are likely to influence them. We indicate some challenges posed by each of these features, for students and for teachers, which may have negative effects on motivation. We describe strateg...

Two studies investigated students’ adopted mastery and performance goals for group work, with an interest in exploring whether performance-approach goals functioned differently in small groups depending on whether the social comparison target resides outside the group (i.e., between-group comparison; performance-approach between group goals) or wit...

Computer-supported collaborative learning environments provide opportunities for students to collaborate in inquiry-based practices to solve authentic problems, using technological tools as a resource. However, we have limited understanding of the quality of engagement fostered in these contexts, in part due to the narrowness of engagement measures...

Abstract The current study examined how collaborative groups use cognitive regulatory sub-processes within a Computer-Supported Collaborative Learning (CSCL) context, and how these sub-processes were enacted differently for groups primarily characterized by their socially shared or other-regulation. Toward that end, the synchronous chat logs from t...

To succeed, groups need skills to jointly regulate their shared task work. The current study examines variation in other-regulation, or efforts by one student to regulate their group's work. We consider the relationship of directive and facilitative forms of other-regulation with efforts to negotiate competence, given that directive other-regulator...

Computer-supported inquiry learning has the potential to foster productive engagement with the task and also enhance students' motivation. This may occur because students have the opportunity to collaborate around on authentic problems, often situated in media-rich environments. However, we have limited understanding of the quality of engagement fo...

Two studies (Study 1: n = 137; Study 2: n = 192) were conducted to investigate how upper-elementary students’ affect during small group instruction related to their social-behavioral engagement during group work. A circumplex model of affect consisting of valence (positive, negative) and activation (high, low) was used to examine the relation of af...

Techniques emerging from the considerable research on cognitive aspects of survey methodology include various forms of probing and cognitive interviewing. These techniques are used to examine whether respondents' interpretations of self-report items are consistent with researchers' assumptions and intended meanings given the constructs the items ar...

Research on group processes that advances student learning has the potential to support current efforts aimed at introducing technological innovations into classrooms that encourage student collaboration. The current study focuses specifically on group processes that emerge during collaborative learning by exploring how groups use behavioral and co...

The influence of inquiry science instruction on the motivation of 1360 minority inner-city seventh graders was examined. The project-based curriculum incorporates motivating features like real world questions, collaboration, technology, and lesson variety. Students design investigations, collect and analyze data, and create artifacts; challenging t...

The influence of inquiry science instruction on the motivation of 1360 minority inner-city seventh graders was examined. The project-based curriculum incorporates motivating features like real world questions, collaboration, technology, and lesson variety. Students design investigations, collect and analyze data, and create artifacts; challenging t...

This article focuses on three general areas of research on achievement goal theory, including the definition and role of achievement goals, the role of contextual goals and factors, and the measurement and induction of goals. Issues regarding the definition of achievement goals include the generality of the approach/avoid dimension and the conseque...

Research on teacher behaviors that actively promote student intrinsic motivation to learn has been relatively scarce. In this article, 2 studies exploring the effects of teacher enthusiasm on both students' intrinsic motivation to learn and their pychological vitality are presented (Ryan & Frederick, 1997). In Study 1, a questionnaire including mea...