作者：张思，张雯颖

出版刊物：Thinking Skills and Creativity

出版时间：2026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.

尽管越来越多的研究强调了社会调节的重要性，但很少有研究专门考察学习者在协作学习中遇到的挑战性事件及其社会调节过程和模式。为填补这一空白，我们除采用传统的编码与计数方法外，还采用网络建模方法来揭示协作学习中挑战性事件与社会调节之间的关联。本研究通过统计分析、认知网络分析和主题分析，考察了30名师范生在GAI支持的协作学习活动中所遇挑战性事件的类别，以及用于应对这些挑战性事件的社会调节行为。结果表明，师范生在GAI支持的协作学习中遇到了五类挑战性事件：动机挑战、社会情感挑战、认知挑战、元认知挑战和环境挑战。师范生采用多种社会调节行为来应对这些挑战，形成了37种“挑战—社会调节”配对模式。其中，动机挑战、认知挑战和元认知挑战的社会调节过程模式相似。此外，我们还从访谈数据中补充了师范生对协作学习中挑战性事件的看法。最后，我们讨论了本研究的启示、局限及未来研究方向，以助力协作学习活动的设计与实施。