A Framework of Contextualized Social Regulation Strategies in Introductory Programming

Abstract

An important aspect in programming learning is the social regulation of learning, in which students momentarily regulate their cognition, behavior, and emotions in situations of temporary coordination of regulation with peers or teachers. Student social regulation can help them improve their programming skills, as it provides students with a set of collaborative resources and promotes group work skills, as well as preparing them for the challenges of later professional practice. However, the creation of regulated learning scenarios requires a holistic perspective of different strategies in different dimensions, which are not common and well established in programming, such as socio-cognitive, socio-emotional, socio-behavioral and socio-contextual strategies, which can be highly complex to the teachers. Thus, in this work, an exploratory method is used to elaborate a taxonomy of regulatory strategies, in order to guide teachers' pedagogical actions, supporting introductory programming teachers in the production of learning scenarios to promote students' social regulation.