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Scaffolding under the microscope: Applying self‐regulation and other‐regulation perspectives to a scaffolded task
Author(s) -
Leith Georgia,
Yuill Nicola,
Pike Alison
Publication year - 2018
Publication title -
british journal of educational psychology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.557
H-Index - 95
eISSN - 2044-8279
pISSN - 0007-0998
DOI - 10.1111/bjep.12178
Subject(s) - coding (social sciences) , psychology , developmental psychology , scaffold , cognitive psychology , social psychology , computer science , statistics , mathematics , database
Background Typical scaffolding coding schemes provide overall scores to compare across a sample. As such, insights into the scaffolding process can be obscured: the child's contribution to the learning; the particular skills being taught and learned; and the overall changes in amount of scaffolding over the course of the task. Aims This study applies a transition of regulation framework to scaffolding coding, using a self‐regulation and other‐regulation coding scheme, to explore how rich and detailed data on mother–child dyadic interactions fit alongside collapsed sample‐level scores. Sample Data of 78 mother–child dyads (M age = 9 years 10 months) from the Sisters and Brothers Study ( SIBS : Pike et al ., 2006, Family relationships in middle childhood. National Children's Bureau/Joseph Rowntree Foundation) were used for this analysis. Methods Videos of the mother and child completing a multiple‐trial block design puzzle task at home were coded for their different self‐ and other‐regulation skills at the end of every block design trial. Results These constructs were examined at a sample level, providing general findings about typical patterns of self‐regulation and other‐regulation. Seven exemplar families at different ends of the spectrum were then extracted for fine‐grained examination, showing substantial trial‐ and behaviour‐related differences between seemingly similarly scoring families. Conclusion This coding scheme demonstrated the value of exploring perspectives of a mother–child tutoring task aligned to the concept of other‐regulation, and investigating detailed features of the interaction that go undetected in existing scaffolding coding schemes.