Shifting Patterns in Co-regulation, Feedback Perception, and Motivation During Research Supervision Meetings

Supervision meetings give teachers and students opportunities to interact
with each other and to co-regulate students’ learning processes. Coregulation
refers to the transitional process of a student who is becoming
a self-regulated learner by interacting with a more capable other such as
a teacher. During a task, teachers are expected to pull back their support
and give opportunities to students to take responsibility. This study aims
to explore the shifting patterns of co-regulation, feedback perception,
and motivation during a 5-month research project. Participants were 20
students conducting research in pairs and six teachers who supervised
these students. Two videotaped supervision meetings at the beginning
and end of the research process and questionnaires on feedback
perception and motivation were analysed. Results on co-regulation
showed a constant and comparable level of regulation at the start and at
the end of students’ research projects. Feedback perception did not
change, but motivation decreased significantly.