STUDENTS COOPERATIVE LEARNING - EXPLORATI VE ANALYSES OF SELF-REGULATIVE LEARNING-STRATEGIES

The article points out the significance of procedures of qualitative s tudies when doing research in the field of cognitive strategies. To ac tivate and identify (meta)cognitive regulations, 44 subjects were assi gned to pair-groups. The subjects were taught to think aloud about the ir self-regulative activities. The learning-procedures were empiricall y evaluated with the help of thinking aloud protocols. For the analysi s of these protocols a category system was developed. The content anal ysis shows that there are a considerable number of statements refering to monitoring and state diagnosing activities. There is some evidence that dyadic processing activities can enhance such metacognitive patt erns. Interestingly a small proportion of utterance refer to objective testing or checking learning-results. Implications of the findings fo r the realisation of training programs are discussed.