An individual’s learning is determined by cognition, motivation, and social context. Taking these aspects into account, we assessed scaffolding in tutoring situations via contingency to determine how successful and unsuccessful teacher–student interactions are shaped. We aimed to find out how the problem-solving process in successful tutoring situations differs from that in unsuccessful tutoring situations with regard to cognition, motivation and increasing task complexity. Therefore, using a qualitatively oriented multi-method approach, we analyzed 26 tutoring situations involving an algebraic word problem in middle schools. Specifically, we analyzed, first, the tutee’s independent performance in a transfer task, and second, the tutee’s active participation, the activation of participation by the tutor, the impact of errors and the motivational support by the tutor in the tutoring situation. Connecting the results, we composed process graphs and narrative descriptions which revealed three types of successful and three types of unsuccessful teacher–student interaction, depending on the level of the tutee’s participation and uncovered cognitive activity (i.e., reactive, collaborative, self-responsible). In successful tutoring situations, the graphs showed high levels of cognitive and motivational support with increasing task complexity. However, in the type reactive participation, motivational support was low. Thus, contingent support should be adapted to the learner’s current understanding and task complexity, and motivational support should be administered plausibly for the learner. With this research, we offer a tool to assess contingency regarding cognitive and motivational support in a task-solving process. The results are discussed in relation to the Interactive–Constructive-Active–Passive framework and Cognitive Load Theory.

中文翻译：

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较高的认知和动机偶然性以及日益增加的任务复杂性导致更高的绩效

个人的学习取决于认知，动机和社会背景。考虑到这些方面，我们通过偶然性评估了辅导情况下的脚手架，以确定如何建立成功和不成功的师生互动。我们旨在找出在成功的辅导情况下解决问题的过程与在不成功的辅导情况下解决问题的过程在认知，动机和任务复杂性方面有何不同。因此，使用定性的多方法方法，我们分析了26种涉及中学代数词问题的补习情况。具体来说，我们首先分析了学员在转移任务中的独立表现，其次是学员的积极参与，老师的参与激活，错误的影响以及在辅导情况下辅导员的动​​机支持。连接结果之后，我们组成了流程图和叙述性描述，根据学员的参与程度和未发现的认知活动（即反应性，协作性，自负性），揭示了三种成功的师生互动和三种失败的师生互动。 。在成功的补习情况下，图表显示出较高的认知和动机支持，且任务的复杂性不断提高。但是，在被动参与类型中，动机支持较低。因此，应根据学生当前的理解和任务的复杂性调整特遣队的支持，并应合理地为学习者提供激励性支持。通过这项研究，我们提供了一种在任务解决过程中评估有关认知和动机支持的突发事件的工具。讨论了有关互动-建构-主动-被动框架和认知负荷理论的结果。