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At present, with the rapid development of the internet and the gradual promotion of online collaborative learning, the social regulation of learning is receiving increasing attention, which involves socially shared metacognition, one facet of social metacognition. To date, social regulation of learning or socially shared metacognition have been widely studied using qualitative approaches. Although a variety of scales have been developed to measure metacognition in traditional individual learning, little work has been done to develop a scale to measure social metacognition in collaborative learning contexts. This study originally developed a social metacognition inventory consisting of 24 indicators by referring to the literature for assessing beliefs of other persons (BOP), awareness of other persons' thinking (AOPT), judgment of other persons' emotions (JOPE), co-regulation of each other's thinking (CREOT), and evaluation of other persons' thinking (EOPT). After EFA using 218 undergraduates' questionnaires of social metacognition in collaborative argumentation on a social psychological issue from a Sino-Foreign Cooperative Educational Institution, 17 indicators showed good factorability and reliability. After CFA using another 300 questionnaires on social metacognition in collaborative argumentation about the pandemic received from undergraduates who come from 52 countries in the International College of Education, among the 17 indicators derived from the first sample's EFA, three indicators had high correlation with others. Finally, based on the reviews of three experts, these three indicators were deleted. The remaining 14 indicators formed good construct validity with acceptable convergent and discriminant validities. In addition, the multi-group invariance test demonstrated that the structural model of the Social Metacognition Inventory has better configural invariance, which indicates that it can be generalized to other online collaborative argumentation contexts. The Social Metacognition Inventory can be used to quantify social metacognition in online collaborative argumentation when administering a large-scale experiment.

In recent years, most studies on flipped classrooms or flipped learning have focused on learners' motivation, academic achievement and teachers' and students' perceptions of the flipped classroom. Little research has involved interactions in the flipped classroom. This study aims to show that in-class collaborative learning in the flipped classroom can not only be conceived as a collective activity consisting of discrete actions, but also as a systematic activity. From the activity-theoretical perspective, contradictions were found between components of an activity such as subject, tools, rules, community, division of labor, object and outcome. This study conducted a pre-experiment, selecting one lesson of the seventh-grade Information Technology Course as the learning content, conducted in a flipped classroom. Three triads with different compositions were specifically observed by recording their interactions. More second-level contradictions existed between subject and tools, and division of labor within the low-level triad than within the other two triads, and more first-level contradictions also occurred within the low-level triad than within the other two triads. Most second-level contradictions within the high-level triad were resolved by self-regulation of cognition. Instead, most second-level contradictions within the mixed-level triad were overcome by co-regulation or shared regulation of cognition. This study sheds light on how to effectively design and implement flipped learning, and provides a new approach for analyzing interactions in the classroom.

Background and Objectives Little research has examined cognitive health disparities between sexual minority and heterosexual populations. Further, most extant studies rely on subjective measures of cognitive functioning and non-probability samples. This study uses a performance-based cognitive screening tool and a nationally representative sample of older Americans to examine the disparity in cognitive impairment by sexual orientation and the potential mechanisms producing this disparity. Research Design and Methods Using data from the 2015–2016 National Social Life, Health, and Aging Project (N = 3,567), we analyzed respondents' scores on the survey-adapted Montreal Cognitive Assessment. We estimated ordinal logit regressions to examine the relationship between sexual orientation and cognitive impairment and used the Karlson–Holm–Breen method to assess how mental and physical conditions, health behaviors, and social connections mediate this relationship. Results The prevalence of cognitive impairment is significantly higher among sexual minority older adults than among heterosexual older adults when sociodemographic factors are adjusted for. Depressive symptoms explain some of this prevalence gap. Although anxiety symptoms, physical comorbidity, health behaviors, and social connections may contribute to cognitive impairment, they do not explain the cognitive disparity by sexual orientation. Discussion and Implications The findings indicate that depressive symptoms are an important link between minority sexual orientation and cognitive impairment and highlight the importance of studying other potential mechanisms that we could not explore in this study. Future research should further investigate how minority stress processes may unfold to accelerate cognitive decline among sexual minorities over the life course. [ABSTRACT FROM AUTHOR]

In recent years, most studies on flipped classrooms or flipped learning have focused on learners' motivation, academic achievement and teachers' and students' perceptions of the flipped classroom. Little research has involved interactions in the flipped classroom. This study aims to show that in‐class collaborative learning in the flipped classroom can not only be conceived as a collective activity consisting of discrete actions, but also as a systematic activity. From the activity‐theoretical perspective, contradictions were found between components of an activity such as subject, tools, rules, community, division of labor, object and outcome. This study conducted a pre‐experiment, selecting one lesson of the seventh‐grade Information Technology Course as the learning content, conducted in a flipped classroom. Three triads with different compositions were specifically observed by recording their interactions. More second‐level contradictions existed between subject and tools, and division of labor within the low‐level triad than within the other two triads, and more first‐level contradictions also occurred within the low‐level triad than within the other two triads. Most second‐level contradictions within the high‐level triad were resolved by self‐regulation of cognition. Instead, most second‐level contradictions within the mixed‐level triad were overcome by co‐regulation or shared regulation of cognition. This study sheds light on how to effectively design and implement flipped learning, and provides a new approach for analyzing interactions in the classroom. [ABSTRACT FROM AUTHOR]