作者：张思*,张雯颖

出版刊物：Thinking Skills and Creativity

出版时间：2025年

内容摘要：

While an increasing number of studies have emphasized the importance of social regulation, few have specifically examined the challenging events encountered by learners and their social regulation processes and patterns in collaborative learning. To address this gap, we adopted a network modeling approach to reveal the association between challenging events and social regulation in collaborative learning, in addition to traditional coding and counting methods. This study investigated the categories of challenging events encountered by 30 student teachers in GAI-supported collaborative learning activities and the social regulation behaviors used to address these challenging events through statistical analysis, epistemic network analysis, and thematic analysis. The results showed that student teachers encountered five categories of challenging events in GAI-supported collaborative learning: motivational challenges, socio-emotional challenges, cognitive challenges, metacognitive challenges, and environmental challenges. Student teachers employed various social regulation behaviors to address these challenges, resulting in 37 “challenge-social regulation” pairing patterns. Among them, the social regulation process patterns for motivational challenges, cognitive challenges, and metacognitive challenges were similar. Additionally, we supplemented the student teachers’ perceptions of challenging events in collaborative learning from interview data. Finally, we discussed the implications, limitations, and future research directions of the study to assist in the design and implementation of collaborative learning activities.

尽管越来越多研究关注社会调节的重要性，却鲜有研究聚焦于协作学习中学生面临的挑战性事件及其社会调节过程与模式。为填补这一空白，本研究在传统编码与统计方法基础上，引入网络建模方法以揭示协作学习中挑战性事件与社会调节行为之间的关联。研究通过统计分析、认知网络分析与主题分析方法，探究了30名师范生在GAI支持的协作学习活动中遇到的挑战性事件类型及其应对这些事件所采取的社会调节行为。结果表明，学生在GAI支持的协作学习中主要面临五类挑战性事件：动机性挑战、社会情感挑战、认知挑战、元认知挑战及环境挑战。学生通过多样化的社会调节行为应对这些挑战，共形成37种“挑战—社会调节”配对模式。其中，针对动机性、认知性和元认知挑战的社会调节过程模式具有相似性。此外，本研究结合访谈数据，进一步补充了师范生对协作学习中挑战性事件的认知体验。最后，文章讨论了研究启示、局限性与未来方向，以期为协作学习活动的设计与实施提供参考。