Why more competent adolescents progress or regress after asymmetrical peer interaction
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This research follows adolescents who participated in joint problem solving of tasks
examining early forms of formal-operational thinking, with their less competent
classmates. Although original research shows that asymmetrical peer interaction did
not influence formal-operational development in the majority of more competent
(MC) adolescents, we decided to examine those who progressed and regressed most
after the interaction, considering rare research interest for MC students. Thus, conversations
of 10 dyads, of MC adolescents and their less competent (LC) peers, were
investigated. Each dyad solved 5 tasks together, which MC students had successfully
solved on the pre-test, unlike their LC partners. Ten dialogue characteristics, derived
from the referent literature, were traced in the 50 dyads’ conversations. Two dialogue
patterns related to different post-test outcomes of MC adolescents were identified by
cluster analysis. In the first type of dialogue, MC students justifi...ed correct answers
but frequently behaved inconsistently with their higher competences. The second
type of dialogue characterizes domination-submissiveness pattern and MC students’
unwillingness to justify opinion. All regressing MC adolescents participated in dialogues
of the first type, while half of progressing MC adolescents had dialogue from
the second. Qualitative analysis implies that although ready to give arguments to their
peers when they can, regressing MC students were uncertain in their own reasoning
and that is way interaction led to their regression. Progressing MC students apparently
tried to protect themselves from possible disturbances coming from their LC
partners by dominant attitude towards them and withdrawing from communication.
Keywords:
adolescents / asymmetrical peer interaction / more competent studentsSource:
Book of abstracts of Dialogue, diversity and interdisciplinarity in the field of learning and instruction, 2022, 58-58Publisher:
- Filozofski fakultet u Beogradu
Funding / projects:
Institution/Community
Psihologija / PsychologyTY - CONF AU - Stepanović Ilić, Ivana AU - Baucal, Aleksandar PY - 2022 UR - http://reff.f.bg.ac.rs/handle/123456789/4414 AB - This research follows adolescents who participated in joint problem solving of tasks examining early forms of formal-operational thinking, with their less competent classmates. Although original research shows that asymmetrical peer interaction did not influence formal-operational development in the majority of more competent (MC) adolescents, we decided to examine those who progressed and regressed most after the interaction, considering rare research interest for MC students. Thus, conversations of 10 dyads, of MC adolescents and their less competent (LC) peers, were investigated. Each dyad solved 5 tasks together, which MC students had successfully solved on the pre-test, unlike their LC partners. Ten dialogue characteristics, derived from the referent literature, were traced in the 50 dyads’ conversations. Two dialogue patterns related to different post-test outcomes of MC adolescents were identified by cluster analysis. In the first type of dialogue, MC students justified correct answers but frequently behaved inconsistently with their higher competences. The second type of dialogue characterizes domination-submissiveness pattern and MC students’ unwillingness to justify opinion. All regressing MC adolescents participated in dialogues of the first type, while half of progressing MC adolescents had dialogue from the second. Qualitative analysis implies that although ready to give arguments to their peers when they can, regressing MC students were uncertain in their own reasoning and that is way interaction led to their regression. Progressing MC students apparently tried to protect themselves from possible disturbances coming from their LC partners by dominant attitude towards them and withdrawing from communication. PB - Filozofski fakultet u Beogradu C3 - Book of abstracts of Dialogue, diversity and interdisciplinarity in the field of learning and instruction T1 - Why more competent adolescents progress or regress after asymmetrical peer interaction EP - 58 SP - 58 UR - https://hdl.handle.net/21.15107/rcub_reff_4414 ER -
@conference{ author = "Stepanović Ilić, Ivana and Baucal, Aleksandar", year = "2022", abstract = "This research follows adolescents who participated in joint problem solving of tasks examining early forms of formal-operational thinking, with their less competent classmates. Although original research shows that asymmetrical peer interaction did not influence formal-operational development in the majority of more competent (MC) adolescents, we decided to examine those who progressed and regressed most after the interaction, considering rare research interest for MC students. Thus, conversations of 10 dyads, of MC adolescents and their less competent (LC) peers, were investigated. Each dyad solved 5 tasks together, which MC students had successfully solved on the pre-test, unlike their LC partners. Ten dialogue characteristics, derived from the referent literature, were traced in the 50 dyads’ conversations. Two dialogue patterns related to different post-test outcomes of MC adolescents were identified by cluster analysis. In the first type of dialogue, MC students justified correct answers but frequently behaved inconsistently with their higher competences. The second type of dialogue characterizes domination-submissiveness pattern and MC students’ unwillingness to justify opinion. All regressing MC adolescents participated in dialogues of the first type, while half of progressing MC adolescents had dialogue from the second. Qualitative analysis implies that although ready to give arguments to their peers when they can, regressing MC students were uncertain in their own reasoning and that is way interaction led to their regression. Progressing MC students apparently tried to protect themselves from possible disturbances coming from their LC partners by dominant attitude towards them and withdrawing from communication.", publisher = "Filozofski fakultet u Beogradu", journal = "Book of abstracts of Dialogue, diversity and interdisciplinarity in the field of learning and instruction", title = "Why more competent adolescents progress or regress after asymmetrical peer interaction", pages = "58-58", url = "https://hdl.handle.net/21.15107/rcub_reff_4414" }
Stepanović Ilić, I.,& Baucal, A.. (2022). Why more competent adolescents progress or regress after asymmetrical peer interaction. in Book of abstracts of Dialogue, diversity and interdisciplinarity in the field of learning and instruction Filozofski fakultet u Beogradu., 58-58. https://hdl.handle.net/21.15107/rcub_reff_4414
Stepanović Ilić I, Baucal A. Why more competent adolescents progress or regress after asymmetrical peer interaction. in Book of abstracts of Dialogue, diversity and interdisciplinarity in the field of learning and instruction. 2022;:58-58. https://hdl.handle.net/21.15107/rcub_reff_4414 .
Stepanović Ilić, Ivana, Baucal, Aleksandar, "Why more competent adolescents progress or regress after asymmetrical peer interaction" in Book of abstracts of Dialogue, diversity and interdisciplinarity in the field of learning and instruction (2022):58-58, https://hdl.handle.net/21.15107/rcub_reff_4414 .