Nursing students’ motivation regulation strategies in blended learning: A qualitative study

Although there is a strong body of evidence showing that motivational factors are critical components of self‐regulated professional learning and commitment to work, little is known about nursing students' motivation regulation during their studies. The aim of this study was to gain a deeper understanding of nursing students' motivation regulation (MR) strategies and factors contributing to their reported use along their 3‐year study path in a blended learning environment. A purposeful sampling was used to select 12 undergraduate nursing students, who exhibited different MR profiles and had completed almost 3 years of study in a BL degree program. A qualitative, deductive, content analysis was used to depict students' experiences from their retrospective recollection in the interview situation. Seven motivation strategies were identified: environmental structuring, self‐consequating, goal‐oriented self‐talk, efficacy management, emotion regulation, regulation of value, and interest enhancement. Individual and situational factors were found to enhance and to sustain the use of appropriate MR strategies. The students exhibited versatility in their use of MR strategies, which were related to the study phase. These findings regarding nursing students' MR strategies should be considered in the development of nursing education programs and the implementation of improvements that contribute to professional and self‐regulated learning in BL programs.Peer reviewe

How Individual self-regulation affects group regulation and performance: A shared regulation intervention

This study explored the relationship between individual self-regulated learning (SRL), socially shared regulation of learning (SSRL), and group performance plus the effect of an intervention promoting SSRL. We hypothesized that SRL would influence SSRL and group performance as groups with high SRL students will be better regulated and that the intervention would promote SSRL over time. The results revealed a significant relationship between SRL and SSRL, but no significant effects of the intervention on group performance. The limitations of the intervention are discussed and form the basis for future design of environments to promote SSRL. The main conclusion is that SRL is an important predictor of SSRL and should be considered when designing small group activities and their environments

Sequential Patterns in Social Interaction States for Regulation in Collaborative Learning

This study explored sequential patterns in social interaction states for group-level regulation of learning during collaborative learning. The participants were secondary school students (N = 92) performing collaborative physics tasks. The videotaped sessions were analyzed regarding participation, social interaction, and group-level regulation types of co- and socially shared regulation. The results show that group-level regulation emerged most frequently in social interaction state that included cognitive and socioemotional interaction and whole-group participation, which also led to and followed regulation most frequently. The findings highlight the role of joint participation in social interactions for regulation of learning in collaborative group settings.acceptedVersionPeer reviewe

Socially shared regulation of motivation and emotions in collaborative learning

Abstract This study focuses on motivation and emotions in collaborative learning. The aim is to investigate the kinds of socio-emotional challenges learners experience during learning processes, and to examine how motivation and emotions are regulated during challenging situations, in order to develop appropriate methods of identifying socially shared regulation of emotions from situated, real life data. The study includes the development and implementation of an instrument that collects data regarding learners’ situation-specific interpretations of their socio-emotional experiences, as well as analyses of the data derived from two different data collections. The first empirical data set is composed of elementary school students’ interviews and video-observations. The second data set includes higher education students’ self-reports, video-observations, and interviews. The analyses combine different data sources and qualitative and descriptive quantitative methods in order to create a comprehensive understanding of the regulation of motivation and emotions in collaborative learning situations. A lack of instruments that gather data of learners’ situation-specific, real-life experiences has been evident in motivation and self-regulated learning research, where static, general self-report measures have been dominant. In this study, the results from the first empirical data collection are implemented in the development of an AIRE (Adaptive Instrument for Regulation of Emotions) instrument. The AIRE collects situation-specific data dealing with learners. experienced socio-emotional challenges and their regulation within a group. The second empirical data collection of this study employs the AIRE instrument as a method. In social learning situations, learners’ can experience a variety of emotions that influence learning. The results of this study show that students can regulate their emotions in order to maintain a goal-oriented learning process. Furthermore, the results indicate that group members can regulate emotions and motivation together within the group. This socially shared regulation is distinct from self-regulation as well as from co-regulation, where development of self-regulation is supported by others, or where group members regulate their own learning processes in parallel with each other.Tiivistelmä Tämä tutkimus tarkastelee motivaation ja emootion ilmentymistä yhteisöllisessä oppimisessa. Tavoitteena on selvittää, millaisia sosio-emotionaalisia haasteita oppijat kohtaavat oppimisprosessin aikana ja miten motivaatiota ja emotionaalisia tuntemuksia säädellään näissä tilanteissa. Lisäksi tavoitteena on löytää ja kehittää tilannekohtaisia analysointimenetelmiä erityisesti sosiaalisesti jaetun emootion säätelyn tutkimiseksi. Tutkimus koostuu oppijoiden tilannesidonnaisia sosio-emotionaalisia tulkintoja keräävän instrumentin kehittelystä sekä kahdesta empiirisestä tutkimusaineistosta. Ensimmäinen tutkimusaineisto koostuu peruskoulun oppilaiden haastatteluista ja videoidusta työskentelystä. Toinen tutkimusaineisto sisältää korkeakouluopiskelijoiden kyselyaineistoa, videoitua työskentelyä ja haastatteluita. Kokonaisvaltaisen ymmärryksen luomiseksi aineiston analyysissä yhdistetään näitä erityyppisiä aineistoja ja kuvailevaa kvantitatiivista analyysiä käytetään tukemaan kvalitatiivisia tulkintoja. Itsesäädellyn oppimisen tutkimuksessa on ollut nähtävillä tarve löytää metodisia ratkaisuja, joiden avulla voidaan kerätä aineistoa yksilöiden vaihtelevista kokemuksista todellisissa oppimistilanteissa. Aikaisemmin pääpaino on ollut staattisissa, yksilöiden yleisiä käsityksiä mittaavien aineistojen analyysissä. Tässä tutkimuksessa ensimmäisen tutkimusaineiston tuloksia hyödynnetään AIRE (Adaptive Instrument for Regulation of Emotions) -instrumentin kehittelyssä. AIRE kerää tilannekohtaista tietoa sosio-emotionaalisten haasteiden kokemuksista ja näihin liittyvästä ryhmässä tapahtuvasta emootioiden säätelystä. AIRE:a käytetään toisen tutkimusaineiston yhtenä keruuvälineenä. Sosiaalisten oppimistilanteiden aikana oppijoissa herää erilaisia tuntemuksia, jotka vaikuttavat oppimistilanteeseen. Tämän tutkimuksen tulokset osoittavat, että oppijat voivat säädellä emotionaalisia tuntemuksia ylläpitääkseen tavoitesuuntautunutta opiskelua. Tulosten perusteella voidaan todeta, että yhteisöllisen oppimisen tilanteissa ryhmän jäsenet voivat yhdessä kontrolloida motivationaalisia ja sosio-emotionaalisia haasteita. Tämä sosiaalisesti jaettu emootioiden säätely (socially shared regulation) eroaa itsesäätelystä sekä yhdessä säätelemisestä (co-regulation), jossa tuetaan yksilön kehittymistä itsesäätöiseksi oppijaksi tai jossa ryhmän jäsenet säätelevät kukin rinnakkain omaa toimintaansa

Progress of Nursing Students’ Motivation Regulation Profiles and Affiliations with Engagement, Burnout and Academic Performance

This longitudinal study explored the development of Finnish undergraduate nursing students’ motivation regulation profiles during two years in traditional and blended learning environments. Also, the association between the profiles and experienced study engagement, burnout and academic performance was investigated. The data were collected with a survey and included motivation regulation, study engagement, and burnout scales that were combined with students’ entrance examination scores, study credits, and grade point averages. Regardless of the learning environment, a majority (62.3%) of the students showed a sustainable, highly developed motivation regulation profile over time. They reported strong study engagement, higher academic performance, and reduced susceptibility to cynicism when compared to the students with less-developed motivation regulation profiles. However, individual reciprocal transitions between motivation regulation profiles over time were found with a group of students. As such, motivation regulation is changeable and influenced by situational components in learning. This aspect should be emphasized in developing professional higher education and teaching.Peer reviewe

Nursing students’ motivation regulation and its relationship with engagement and burnout

Motivation regulation, study engagement, and students' wellbeing are critical components of skillful self-regulated learning. However, few studies have focused on these factors and their relationship in nursing education and as there is an increased usage of blended learning in nursing education, measuring students' learning in this setting is increasingly important. This person-oriented, quantitative study explored first-year nursing students' (N = 90) motivation regulation related to study engagement and study burnout in blended and traditional learning environments in two undergraduate nursing programs. Regardless of the learning environment, the majority of the nursing students (65.6%) had a highly developed motivation regulation profile. They performed highly on motivation regulation, showed strong engagement, and exibhited reduced exposure for study burnout compared to those with less-developed motivation regulation profiles. It is suggested that motivation regulation, study engagement, and experienced burnout influence nursing students' learning. These components should be emphasized in developing nursing education and facilitating nursing students' learning.Peer reviewe

Investigating the relation of higher education students’ situational self-efficacy beliefs to participation in group level regulation of learning during a collaborative task

AbstractUnderstanding the role individual beliefs play when the group faces challenge is key in understanding the shared regulation processes and participation that lead to collaborative learning success. As of now, there is not much research focusing on how self-efficacy plays a role in regulation taking place in collaborative group settings. Therefore, the aim of this study is to explore how situational self-efficacy beliefs relate to students’ participation in group level regulation during a collaborative task. The study involved 18 university students working in groups on a computer-based collaborative task. Repeated self-reports measuring group members’ self-efficacy were related to performance feedback from the task as well as participation in group level regulation identified from videotaped collaborative working. The results showed that self-efficacy varied depending on the nature of performance feedback. In addition, the way students participated in regulation was connected with their level of self-efficacy: low self-efficacy was associated with taking a passive role in regulation whereas high self-efficacy was associated with taking an active role. The study suggests that situational self-efficacy beliefs are associated with the participation roles during group level regulation, thus being of practical concern for educators seeking to support learners’ self-efficacy and active participation in collaborative learning