Scaffolding peer collaborative problem solving: a qualitative systematic review
Authors
Jošić, SmiljanaVidenović, Marina
Krstić, Ksenija
Contributors
Pedović, IvanaStojadinović, Miloš
Conference object (Published version)
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Peer Collaborative Problem Solving (CPS) can positively influence learning anddevelopment, in different domains and at different levels of education. Studying collaborationamong adolescents is relevant for educational practice since it helps identify the conditions underwhich collaboration might be productive as well as the ways teachers could support students’ CPSin education. The aim of this systematic review was to identify and systematize research findingson training and scaffolding modalities enabling adolescents to engage in productive CPS. FollowingPRISMA guidelines we searched PsycInfo, WoS and ERIC databases and selected 5256 publishedabstracts in English. Six researchers screened the titles and abstracts of all identified papers (2researchers per abstract) and selected 160 fully published papers for reflexive thematic analyses.Among 160 selected papers, there were 110 provided data on adult scaffolding or the contributionof teacher/researcher support. The results revealed tha...t the quality of cooperation training itselfwas described in 17 papers (15.4%), while scaffolding was a much more common topic in theselected research (N = 78; 70.9%). We also selected papers that included both training andscaffolding (N = 13; 11.8%). Regarding the impact of this kind of support on collaborative problemsolving, the majority of published papers reported positive effects (N = 60, 53.6%) and only a fewof them found its effects to be negative (N = 7, 6.3%). The remaining 44 papers (40%) did notanalyse an impact of training or scaffolding. Our thematic analyses found that in efforts tocontribute to successful CPS, adults (teachers/researchers) can moderate peer interaction in threeways, by focusing on either cognitive processes (N = 82; 75%), group discussions (N = 73; 66%), orclassroom management (N = 23; 21%). All characteristics that emerged in this review will bediscussed and concluding remarks will be focused on educational implications.
Keywords:
adolescence / collaborative learning / collaborative problem solving / scaffolding of peer collaborationSource:
International conference days of applied psychology, 2023, 19, 63-63Publisher:
- Niš : Faculty of Philosophy
Note:
- Book of abstract:19th International Conference DAYS OF APPLIED PSYCHOLOGY 2023; Transformative Processes in Society, Environment, Organization, and Mental Health Practice
Institution/Community
Psihologija / PsychologyTY - CONF AU - Jošić, Smiljana AU - Videnović, Marina AU - Krstić, Ksenija PY - 2023 UR - http://ipir.ipisr.org.rs/handle/123456789/965 UR - http://reff.f.bg.ac.rs/handle/123456789/4994 AB - Peer Collaborative Problem Solving (CPS) can positively influence learning anddevelopment, in different domains and at different levels of education. Studying collaborationamong adolescents is relevant for educational practice since it helps identify the conditions underwhich collaboration might be productive as well as the ways teachers could support students’ CPSin education. The aim of this systematic review was to identify and systematize research findingson training and scaffolding modalities enabling adolescents to engage in productive CPS. FollowingPRISMA guidelines we searched PsycInfo, WoS and ERIC databases and selected 5256 publishedabstracts in English. Six researchers screened the titles and abstracts of all identified papers (2researchers per abstract) and selected 160 fully published papers for reflexive thematic analyses.Among 160 selected papers, there were 110 provided data on adult scaffolding or the contributionof teacher/researcher support. The results revealed that the quality of cooperation training itselfwas described in 17 papers (15.4%), while scaffolding was a much more common topic in theselected research (N = 78; 70.9%). We also selected papers that included both training andscaffolding (N = 13; 11.8%). Regarding the impact of this kind of support on collaborative problemsolving, the majority of published papers reported positive effects (N = 60, 53.6%) and only a fewof them found its effects to be negative (N = 7, 6.3%). The remaining 44 papers (40%) did notanalyse an impact of training or scaffolding. Our thematic analyses found that in efforts tocontribute to successful CPS, adults (teachers/researchers) can moderate peer interaction in threeways, by focusing on either cognitive processes (N = 82; 75%), group discussions (N = 73; 66%), orclassroom management (N = 23; 21%). All characteristics that emerged in this review will bediscussed and concluding remarks will be focused on educational implications. PB - Niš : Faculty of Philosophy C3 - International conference days of applied psychology T1 - Scaffolding peer collaborative problem solving: a qualitative systematic review EP - 63 SP - 63 VL - 19 UR - https://hdl.handle.net/21.15107/rcub_ipir_965 ER -
@conference{ author = "Jošić, Smiljana and Videnović, Marina and Krstić, Ksenija", year = "2023", abstract = "Peer Collaborative Problem Solving (CPS) can positively influence learning anddevelopment, in different domains and at different levels of education. Studying collaborationamong adolescents is relevant for educational practice since it helps identify the conditions underwhich collaboration might be productive as well as the ways teachers could support students’ CPSin education. The aim of this systematic review was to identify and systematize research findingson training and scaffolding modalities enabling adolescents to engage in productive CPS. FollowingPRISMA guidelines we searched PsycInfo, WoS and ERIC databases and selected 5256 publishedabstracts in English. Six researchers screened the titles and abstracts of all identified papers (2researchers per abstract) and selected 160 fully published papers for reflexive thematic analyses.Among 160 selected papers, there were 110 provided data on adult scaffolding or the contributionof teacher/researcher support. The results revealed that the quality of cooperation training itselfwas described in 17 papers (15.4%), while scaffolding was a much more common topic in theselected research (N = 78; 70.9%). We also selected papers that included both training andscaffolding (N = 13; 11.8%). Regarding the impact of this kind of support on collaborative problemsolving, the majority of published papers reported positive effects (N = 60, 53.6%) and only a fewof them found its effects to be negative (N = 7, 6.3%). The remaining 44 papers (40%) did notanalyse an impact of training or scaffolding. Our thematic analyses found that in efforts tocontribute to successful CPS, adults (teachers/researchers) can moderate peer interaction in threeways, by focusing on either cognitive processes (N = 82; 75%), group discussions (N = 73; 66%), orclassroom management (N = 23; 21%). All characteristics that emerged in this review will bediscussed and concluding remarks will be focused on educational implications.", publisher = "Niš : Faculty of Philosophy", journal = "International conference days of applied psychology", title = "Scaffolding peer collaborative problem solving: a qualitative systematic review", pages = "63-63", volume = "19", url = "https://hdl.handle.net/21.15107/rcub_ipir_965" }
Jošić, S., Videnović, M.,& Krstić, K.. (2023). Scaffolding peer collaborative problem solving: a qualitative systematic review. in International conference days of applied psychology Niš : Faculty of Philosophy., 19, 63-63. https://hdl.handle.net/21.15107/rcub_ipir_965
Jošić S, Videnović M, Krstić K. Scaffolding peer collaborative problem solving: a qualitative systematic review. in International conference days of applied psychology. 2023;19:63-63. https://hdl.handle.net/21.15107/rcub_ipir_965 .
Jošić, Smiljana, Videnović, Marina, Krstić, Ksenija, "Scaffolding peer collaborative problem solving: a qualitative systematic review" in International conference days of applied psychology, 19 (2023):63-63, https://hdl.handle.net/21.15107/rcub_ipir_965 .