Abstract

Coregulation (CRL) is a transitional process in which students share problem-solving techniques and utilize self-regulated learning (SRL) when interacting with peers. Coregulation may help students to define and modify inconsistencies in their SRL strategy. Task interpretation is described as the critical first step in the SRL process, and it is a key determinant in setting the goals and strategies to accomplish those goals. Limited information exists regarding coregulation and task interpretation in the context of laboratory work. Laboratory activities help students to move from abstract ideas to a practical understanding. However, it is generally agreed among educators that students involve little mental engagement in the laboratory activities. The purpose of this study was to investigate how students’ level of coregulation was associated with their task interpretation and how the level changed over time. One-hundred and forty-three sophomore students enrolled in an electronics course participated in this study. A paper-and-pencil questionnaire was used to measure students’ coregulation. Similarly, a questionnaire developed and piloted by the researcher measured students’ task interpretation. High-coregulated students showed high levels of SRL, while low-coregulated students showed low levels of SRL. The findings confirmed a previous study by Hadwin and Oshige, which described coregulation as a process in a learner’s acquisition of SRL, in which SRL is gradually appropriated by the individual learner’s interactions when they are working in the assigned task activities. Further investigation is necessary to unveil other factors related to these constructs in order to engage students in laboratory work.

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