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Dialogue Patterns and Peer Social Relationships during Collaborative Small-Group Discussions: A Multiple Methods Approach

Chen, Jing
http://rave.ohiolink.edu/etdc/view?acc_num=osu1531955704880496

Abstract Details

2018, Doctor of Philosophy, Ohio State University, Educational Studies.
The purposes of my dissertation were to examine the interweaving relations between cognitive and social dialogic processes during collaborative small group discussions among fifth graders, to explore the relations between cognitive and social dialogue patterns and their associations with peer social relationships, and to understand quiet students’ dialogic and social experiences during collaborative small group discussions. This portfolio-style dissertation work contained two studies. The first study was a quantitative study (Chapter 3) identifying cognitive and social dialogue patterns based on 8,673 speaking turns generated by 120 fifth-graders during three small group discussions. The associations between dialogue patterns and students’ peer social relationships were examined. Results suggested that students’ cognitive and social dialogue patterns tended to progress across discussions. Students’ initiation of cognitive dialogue patterns was associated with social dialogue patterns received from peers. Friendship and peer liking relationships buffered against the negative effect of social withdrawal on students’ cognitive and social dialogues with peers. The second study was a qualitative study using a multiple case study approach to explore quiet students’ experience during collaborative small group discussions (Chapter 4). In-depth examinations of four unique quiet students and their experiences during CSR discussions suggest that quiet students’ dialogic and social experiences are not universal. Instead, their experiences could vary for various reasons, including exclusively focusing on the teacher, being aggressive and having social behavior problems, being socially anxious, and being excluded from peers in the discussion group. Findings suggest that quiet students’ psychological needs are essential to be understood in depth case-by-case to improve their experience during collaborative small group discussions. The quantitative and qualitative studies (Chapter 5) altogether inform scholarly understandings on the interplay between cognitive and social processes among students during collaborative small group discussions.
Tzu-Jung Lin (Advisor)
Lynley Anderman (Committee Co-Chair)
Ian Wilkinson (Committee Member)
257 p.
Educational Psychology
Dialogue pattern, peer social relationships, collaborative small group discussions, social network analysis, case study

Recommended Citations

Citations

  • Chen, J. (2018). Dialogue Patterns and Peer Social Relationships during Collaborative Small-Group Discussions: A Multiple Methods Approach [Doctoral dissertation, Ohio State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=osu1531955704880496

    APA Style (7th edition)

  • Chen, Jing. Dialogue Patterns and Peer Social Relationships during Collaborative Small-Group Discussions: A Multiple Methods Approach. 2018. Ohio State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=osu1531955704880496.

    MLA Style (8th edition)

  • Chen, Jing. "Dialogue Patterns and Peer Social Relationships during Collaborative Small-Group Discussions: A Multiple Methods Approach." Doctoral dissertation, Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu1531955704880496

    Chicago Manual of Style (17th edition)

osu1531955704880496
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This open access ETD is published by The Ohio State University and OhioLINK.