Scaffolding under the Microscope: Applying Self-Regulation and Other-Regulation Perspectives to a Scaffolded Task

Autor/inn/en	Leith, Georgia; Yuill, Nicola; Pike, Alison
Titel	Scaffolding under the Microscope: Applying Self-Regulation and Other-Regulation Perspectives to a Scaffolded Task
Quelle	In: British Journal of Educational Psychology, 88 (2018) 2, S.174-191 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Leith, Georgia) ORCID (Yuill, Nicola) ORCID (Pike, Alison)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-0998
DOI	10.1111/bjep.12178
Schlagwörter	Metacognition; Scaffolding (Teaching Technique); Mothers; Parent Child Relationship; Video Technology; Puzzles; Task Analysis; Coding; Scores; Comparative Analysis; Learning Processes; Infants; Family Relationship; Toys; Tutoring + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Mother; Mutter; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Legespiel; Aufgabenanalyse; Codierung; Programmierung; Learning process; Lernprozess; Infant; Toddler; Toddlers; Kleinkind; Toy; Spielzeug; Förderkonzept; Nachhilfeunterricht
Abstract	Background: Typical scaffolding coding schemes provide overall scores to compare across a sample. As such, insights into the scaffolding process can be obscured: the child's contribution to the learning; the particular skills being taught and learned; and the overall changes in amount of scaffolding over the course of the task. Aims: This study applies a transition of regulation framework to scaffolding coding, using a self-regulation and other-regulation coding scheme, to explore how rich and detailed data on mother-child dyadic interactions fit alongside collapsed sample-level scores. Sample: Data of 78 mother-child dyads (M age = 9 years 10 months) from the Sisters and Brothers Study (SIBS: Pike et al., 2006, Family relationships in middle childhood. National Children's Bureau/Joseph Rowntree Foundation) were used for this analysis. Methods: Videos of the mother and child completing a multiple-trial block design puzzle task at home were coded for their different self- and other-regulation skills at the end of every block design trial. Results: These constructs were examined at a sample level, providing general findings about typical patterns of self-regulation and other-regulation. Seven exemplar families at different ends of the spectrum were then extracted for fine-grained examination, showing substantial trial- and behaviour-related differences between seemingly similarly scoring families. Conclusion: This coding scheme demonstrated the value of exploring perspectives of a mother-child tutoring task aligned to the concept of other-regulation, and investigating detailed features of the interaction that go undetected in existing scaffolding coding schemes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01