Mine the Process: Investigating the Cyclical Nature of Upper Primary School Students' Self-Regulated Learning

Autor/inn/en	Heirweg, Sofie; De Smul, Mona; Merchie, Emmelien; Devos, Geert; Van Keer, Hilde
Titel	Mine the Process: Investigating the Cyclical Nature of Upper Primary School Students' Self-Regulated Learning
Quelle	In: Instructional Science: An International Journal of the Learning Sciences, 48 (2020) 4, S.337-369 (33 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Heirweg, Sofie) ORCID (Merchie, Emmelien)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-4277
DOI	10.1007/s11251-020-09519-0
Schlagwörter	Elementary School Students; Self Management; Learning Processes; Sequential Approach; Protocol Analysis; High Achievement; Low Achievement; Learning Strategies; Self Evaluation (Individuals); Individual Differences + Suchen Sie Ihr Suchwort? Selbstmanagement; Learning process; Lernprozess; Schrittfolge; Unterdurchschnittliche Leistung; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Individueller Unterschied
Abstract	The present study investigates primary school students' self-regulated learning (SRL) process by exploring the sequence in which SRL activities are conducted during learning. The aims of this study are twofold: investigating the presence of the theoretically hypothesized cyclical nature in students' SRL process, as well as potential differences herein for high, average, and low achievers. Think-aloud data of 104 upper primary school students were analysed by means of process mining analysis. The results indicate that students commonly adopt a cyclical approach to learning by implementing preparatory, performance, and appraisal activities during learning. However, the results indicate clear differences in the quality of students' SRL process. High achievers, compared to low and average achievers, show a more strategic and adaptive approach to learning during all phases of their learning process. They more strategically and effectively orient on and plan assignments, combine different cognitive strategies, and adopt self-evaluation to regulate their learning process. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01