Current study and research Sample Clauses

Current study and research questions As the literature reviewed in this chapter illustrates, there is a consensus among most researchers that regulation of learning is both individual and social in nature (Xxxxxx, 2011; Xxxxxxx et al., 2010; Xxxxxx et al., 2011; Xxxxxxx et al., 2011; Xxxxx et al., 2009a). This review has also revealed that in social learning situations, such as scientific inquiry learning, students can engage in three different forms of regulation process: self-regulation, co-regulation, and shared regulation of learning. In addition, this review has provided evidence that students can regulate various aspects of their learning process, including the metacognitive, motivational and emotional aspects, both socially and individually. Thus, in line with the research analysed here, this chapter points out the importance of having a dynamic, integrative perspective of the regulation of learning, which encompasses various types of self-, co-, and shared regulation processes in order to understand better students’ learning. However, as this review has also shown, there is a lack of empirical research examining self-, co-, and shared regulation of learning processes simultaneously in social learning situations, especially in relation to scientific inquiry learning activities in Turkey. In particular, it is still unclear whether and how self and social forms of metacognitive, emotional and motivational processes are interrelated with one another. Also, there is a limited understanding of how students’ use of self-, co-, and shared regulation of learning processes can change or evolve over time and across different types of learning activities. Furthermore, even less is known about how social forms of regulation process emerge and in which ways they may influence students’ individual and joint learning processes. Also, as stated previous sections, much of the research in the extant literature has examined the regulation of learning processes with the samples of high school and university students, and hence there is still a lack of research with younger students, especially during scientific inquiry learning activities at the primary school level. In order to address the research gaps identified above, the study presented in this thesis investigates Turkish upper primary students’ (aged 12, grade 7) self-, co-, and shared regulation of their metacognitive, motivational and emotional processes during their engagement in scientific inquiry activities. The research questions gui...