Literaturnachweis - Detailanzeige
Autor/inn/en | Cleary, Timothy J.; Slemp, Jackie; Reddy, Linda A.; Alperin, Alexander; Lui, Angela; Austin, Amanda; Cedar, Tori |
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Titel | Characteristics and Uses of SRL Microanalysis across Diverse Contexts, Tasks, and Populations: A Systematic Review |
Quelle | In: School Psychology Review, 52 (2023) 2, S.159-179 (21 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Cleary, Timothy J.) ORCID (Reddy, Linda A.) ORCID (Lui, Angela) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0279-6015 |
DOI | 10.1080/2372966X.2020.1862627 |
Schlagwörter | School Psychology; School Psychologists; Evaluation Methods; Metacognition; Diagnostic Tests; Self Management; Learning Strategies; Statistical Inference; Scores; Predictive Validity Schulpsychologie; School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Diagnostic test; Diagnostischer Test; Selbstmanagement; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Inferential statistics; Schließende Statistik |
Abstract | The primary purpose of this study was to systematically review the literature regarding the characteristics, use, and implementation of an emerging assessment methodology, "SRL microanalysis." Forty-two studies across diverse samples, contexts, and research methodologies met inclusion criteria. The majority of studies used microanalysis to either comprehensively address all three phases of SRL (i.e., forethought, performance, or reflection) or to conduct in-depth analyses of one particular phase. Microanalysis has also been used across myriad domains (e.g., academic, athletic, clinical) and tasks (e.g., mathematics problem solving, basketball shooting, diagnostic reasoning) with samples encompassing elementary to graduate school. Although SRL microanalysis has typically been used to differentiate intervention conditions or existing groups (e.g., expert vs. novice), it has increasingly been used as a diagnostic tool to inform instructional and intervention planning. Additional information regarding the types of validity addressed in the studies are discussed, as well as implications for research and school practice. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |