Measures and References: References: Collaboration

Return to References: Collaboration factor page.

Measures

Numerous measures exist to gain a full picture of a student's learning strengths and challenges. Following are examples of measures used to assess this Learner Factor. These measures should be administered and interpreted by experienced professionals.

Measuring Student Collaboration: (Evans et al., 2020): A guide with a number of different types of Collaboration measures, including observational, self report, rating scales, standardized measures, and performance assessments.

References

Aikens, M. L., & Kulacki, A. R. (2023). Identifying Group Work Experiences That Increase Students' Self-Efficacy for Quantitative Biology Tasks. CBE—Life Sciences Education, 22(2), ar19.

Arvidsson, C., Pagmar, D., & Uddén, J. (2022). When did you stop speaking to yourself? Age-related differences in adolescents' world knowledge-based audience design. Royal Society Open Science, 9(11), 220305.

Balta, N., Michinov, N., Balyimez, S., & Ayaz, M. F. (2017). A meta-analysis of the effect of Peer Instruction on learning gain: Identification of informational and cultural moderators. International Journal of Educational Research, 86, 66-77.

Beaumont, E. (2012). What does recent research suggest about civic learning & civic action in young adults 18-30?: Some insights and foundations for further work.

Bonino, S., & Cattelino, E. (1999). The relationship between cognitive abilities and social abilities in childhood: A research on flexibility in thinking and co-operation with peers. International Journal of Behavioral Development, 23(1), 19-36.

Camacho-Morles, J., Slemp, G. R., Oades, L. G., Morrish, L., & Scoular, C. (2019). The role of achievement emotions in the collaborative problem-solving performance of adolescents. Learning and Individual Differences, 70, 169-181.

Carhill–Poza, A. (2015). Opportunities and outcomes: The role of peers in developing the oral academic English proficiency of adolescent English learners. The Modern Language Journal, 99(4), 678-695.

Carpenter Rich, E., Loo, S. K., Yang, M., Dang, J., & Smalley, S. L. (2009). Social functioning difficulties in ADHD: Association with PDD risk. Clinical Child Psychology and Psychiatry, 14(3), 329-344.

Carvalho, A. R., & Santos, C. (2022). Developing peer mentors' collaborative and metacognitive skills with a technology-enhanced peer learning program. Computers and Education Open, 3, 100070.

César, M., & Santos, N. (2006). From exclusion to inclusion: Collaborative work contributions to more inclusive learning settings. European Journal of Psychology of Education, 21, 333-346.

Christen, A. (2009). Transforming the classroom for collaborative learning in the 21st century. Techniques: Connecting Education and Careers (J1), 84(1), 28-31.

Ciairano, S., Bonino, S., & Miceli, R. (2006). Cognitive flexibility and social competence from childhood to early adolescence. Cognitie, Creier, Comportament/Cognition, Brain, Behavior, 10(3).

Dragnić-Cindrić, D., Lobczowski, N. G., Greene, J. A., & Murphy, P. K. (2023). Exploring the teacher's role in discourse and social regulation of learning: Insights from collaborative sessions in high-school physics classrooms. Cognition and Instruction, 1-32.

Gardiner, P. (2020). Learning to think together: Creativity, interdisciplinary collaboration and epistemic control. Thinking Skills and Creativity, 38, 100749.

Hadwin, A., Järvelä, S., & Miller, M. (2017). Self-regulation, co-regulation, and shared regulation in collaborative learning environments. In Handbook of Self-Regulation of Learning and Performance (pp. 83-106). Routledge.

Hossain, A., & Tarmizi, R. A. (2013). Effects of cooperative learning on students' achievement and attitudes in secondary mathematics. Procedia-Social and Behavioral Sciences, 93, 473-477.

Howe, C., & Zachariou, A. (2019). Small-group collaboration and individual knowledge acquisition: The processes of growth during adolescence and early adulthood. Learning and Instruction, 60, 263-274.

Jacobs, G. M., & Lawson, N. D. (2017). Collaboration Can Promote Students' Creativity. Online Submission.

Järvelä, S., Volet, S., & Järvenoja, H. (2010). Research on motivation in collaborative learning: moving beyond the cognitive-situative divide and combining individual and social processes. Educational Psychologist, 45(1), 15-27.

Johnson, D. W., & Johnson, R. T. (2004). The three Cs of promoting social and emotional learning. Building Academic Success on Social and Emotional Learning: What Does the Research Say, 40-58.

Kirschner, F., Paas, F., Kirschner, P. A., & Janssen, J. (2011). Differential effects of problem-solving demands on individual and collaborative learning outcomes. Learning and Instruction, 21(4), 587-599.

Kluwin, T. N., Stinson, M. S., & Colarossi, G. M. (2002). Social processes and outcomes of in-school contact between deaf and hearing peers. Journal of Deaf Studies and Deaf Education, 7(3), 200-213.

Kuhn, D. (2015). Thinking together and alone. Educational Researcher, 44(1), 46-53.

Kuhn, D., & Udell, W. (2007). Coordinating own and other perspectives in argument. Thinking & Reasoning, 13(2), 90-104

Laursen, B., & Collins, W. A. (1994). Interpersonal conflict during adolescence. Psychological Bulletin, 115(2), 197.

Leman, P. J. (2015). How do groups work? Age differences in performance and the social outcomes of peer collaboration. Cognitive Science, 39(4), 804-820.

Mejía-Arauz, R., Rogoff, B., Dayton, A., & Henne-Ochoa, R. (2018). Collaboration or negotiation: Two ways of interacting suggest how shared thinking develops. Current Opinion in Psychology, 23, 117-123.

Nichols, J. D. (1996). The effects of cooperative learning on student achievement and motivation in a high school geometry class. Contemporary Educational Psychology, 21(4), 467-476.

Nichols, J. D., & Miller, R. B. (1994). Cooperative learning and student motivation. Contemporary Educational Psychology, 19(2), 167-178.

O'Donnell, A. M., & Hmelo-Silver, C. E. (2013). Introduction: What is collaborative learning?: An overview. The International Handbook of Collaborative Learning, 1-15.

Oztop, P., & Gummerum, M. (2020). Group creativity in children and adolescents. Cognitive Development, 56, 100923.

Palincsar, A. S., & Herrenkohl, L. R. (2002). Designing collaborative learning contexts. Theory Into Practice, 41(1), 26–32

Panadero, E., & Järvelä, S. (2015). Socially shared regulation of learning: A review. European Psychologist, 20(3).

Resta, P., & Laferrière, T. (2007). Technology in support of collaborative learning. Educational Psychology Review, 19, 65-83.

Rodríguez-Sabiote, C., Olmedo-Moreno, E. M., & Expósito-López, J. (2022). The effects of teamwork on critical thinking: A serial mediation analysis of the influence of work skills and educational motivation in secondary school students. Thinking Skills and Creativity, 45, 101063.

Rozenszayn, R., & Ben-Zvi Assaraf, O. (2011). When collaborative learning meets nature: Collaborative learning as a meaningful learning tool in the ecology inquiry based project. Research in Science Education, 41, 123-146.

Slavin, R. E. (1996). Research on cooperative learning and achievement: What we know, what we need to know. Contemporary Educational Psychology, 21(1), 43-69.

Sturm, V. E., Roy, A. R., Datta, S., Wang, C., Sible, I. J., Holley, S. R., ... & Gorno-Tempini, M. L. (2021). Enhanced visceromotor emotional reactivity in dyslexia and its relation to salience network connectivity. Cortex, 134, 278-295.

Suh, H. (2011). Collaborative learning models and support technologies in the future classroom. International Journal for Educational Media and Technology, 5(1).

Tuttle, M., & Carter, E. W. (2022). Examining peer support arrangements for students with visual impairment. British Journal of Visual Impairment, 40(2), 222-239.

Vorobel, O., & Kim, D. (2017). Adolescent ELLs' collaborative writing practices in face-to-face and online contexts: From perceptions to action. System, 65, 78-89.

Webb, N. M. (2009). The teacher's role in promoting collaborative dialogue in the classroom. British Journal of Educational Psychology, 79(1), 1-28.

Wieman, C. E., Rieger, G. W., & Heiner, C. E. (2014). Physics exams that promote collaborative learning. The Physics Teacher, 52(1), 51-53.

Xu, E., Wang, W., & Wang, Q. (2023). The effectiveness of collaborative problem solving in promoting students' critical thinking: A meta-analysis based on empirical literature. Humanities and Social Sciences Communications, 10(1), 1-11.