Differences in students' metacognitive strategy knowledge, motivation, and strategy use: A typology of self-regulated learners

Karlen, Yves

doi:10.1080/00220671.2014.942895

Cited by 65 publications

(70 citation statements)

References 54 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Thus, successful learners are characterized by high amounts of metacognitive knowledge and elaborate strategy repertoires, positive motivational orientations, and beliefs that support indepth and persistent SRL (Schneider and Preckel, 2017). Thus, SRL is complex and demanding, and learners of various ages have reported difficulties in developing SRL (Peverly et al, 2003;Karlen, 2016a).…”

Section: Introductionmentioning

confidence: 99%

Teachers’ Professional Competences in Self-Regulated Learning: An Approach to Integrate Teachers’ Competences as Self-Regulated Learners and as Agents of Self-Regulated Learning in a Holistic Manner

2020

Self Cite

View full text Add to dashboard Cite

Competences in self-regulated learning (SRL) are important prerequisites for success in school and beyond. Teachers play a crucial role in students' development of SRL. When focusing on teachers' professional competences in SRL, their experiences as selfregulated learners and their competences as agents of SRL are important. At present, an integrative and holistic framework that combines these two important aspects of SRL with regard to teachers' professional competences in SRL is absent. First, this paper introduces a theoretical framework for teachers' professional competences and instructional practices in SRL that integrates teachers' competences as selfregulated learners with their competences as agents of SRL. This integrative approach allows for differentiated analyses of particular aspects of competences and creates the possibility to deeply understand the reasons why teachers do or do not promote SRL in classrooms. In the second part of this paper, the interplay of teachers' professional competences as self-regulated learners and agents of SRL, with their intention to implement SRL in classes and their self-reported SRL teaching practices, is examined using data provided by 106 in-service teachers from primary and secondary schools. We assessed teachers' professional knowledge about SRL (i.e., content knowledge about SRL [CK-SRL] and pedagogical content knowledge about SRL [PCK-SRL]) with two different knowledge tests. Teachers' beliefs (i.e., implicit theories about SRL and beliefs about promoting SRL) and their motivations (i.e., self-concept about one's SRL and self-efficacy to promote SRL) were assessed with self-report measures. We found that teachers had small to average amounts of CK-SRL and PCK-SRL. Teachers reported positive beliefs about and motivation toward SRL. Most importantly, the results highlight the significance of differentiating between teachers' competences as selfregulated learners and as agents of SRL when examining teachers' implementation of

show abstract

Section: Introductionmentioning

confidence: 99%

Teachers’ Professional Competences in Self-Regulated Learning: An Approach to Integrate Teachers’ Competences as Self-Regulated Learners and as Agents of Self-Regulated Learning in a Holistic Manner

2020

Self Cite

View full text Add to dashboard Cite

show abstract

“…The different behaviours of learners to various apps at different times resulted in the findings on overlaps and movement among the learner profiles as discussed in Section 5.7. This supported the finding of Karlen (2016) who argued for the categorisation of four consistent groups of students (the Unmotivated, the Confident, the Strategic and the Maximal) among 897 student participant of the longitudinal study, and the movement of students from one learner profile to another during one school year. Karlen's study, however, only profiled self-directed learners based on motivation and strategies.…”

Section: The Five Learner Profilessupporting

confidence: 81%

“…In conclusion, this chapter has identified learner profiles with different attitudes, behaviours and engagement patterns with self-directed MALL for PD among the participants, which confirmed the existence of consistent subgroups with shared characteristics among a learner cohort of tertiary TESOL teachers (Alexander & Murphy, 1999;Csizer & Dornyei, 2005;Karlen, 2016) in the context of Vietnam. These learner profiles displayed various attitudes, behaviours and engagement patterns with self-directed MALL for PD, which resulted in the identification of suitable strategies to facilitate learning for each group with shared characteristics.…”

Section: Resultssupporting

confidence: 62%

“…Karlen's study, however, only profiled self-directed learners based on motivation and strategies. The current project investigated a wider range of factors and involved self-directed learning with technologies, therefore its results added to the breadth of studies on learner profiles regarding MALL for PD, an emerging area of research interests (Chon & Shin, 2019;Karlen, 2016;Lintunen et al, 2017).…”

Section: The Five Learner Profilesmentioning

confidence: 99%

See 1 more Smart Citation

Mobile learning for professional development: Significant factors, attitudes, behaviours and engagement patterns

Tran¹

View full text Add to dashboard Cite

Despite the importance of professional development (PD) and recent government efforts, PD provision for Vietnamese teachers living outside major cities remains a challenge due to distance and costs. Mobile learning offers a potential solution thanks to its capacity to enable learning anytime, anywhere, and this study investigated its use to provide pronunciation PD for Vietnamese tertiary TESOL teachers, since the development of oral skills is considered problematic in this context. This study aimed to identify the essential conditions and principles for mobile learning as an effective PD provision method in the Vietnamese context. To do so, it investigated: 1. factors influencing participation and learning experience; 2. attitudes, behaviours and engagement patterns regarding self-directed mobile assisted language learning; and 3. strategies to facilitate learning for different groups of learners. Design-based research was employed as the research paradigm and data collection involved iterations of an online PD pronunciation course over a two-year period through a questionnaire, pre and post test, interview and records of app usage, with the interview being the primary and most important source for data analysis. The participants were 57 TESOL teachers from 46 Vietnamese higher education institutions. Data analysis revealed five groups of factors influencing participation and learning experience relating to the learner, personal context, peers, instructor and technology. The learner-related factors were found to be the most important in motivating learners to initiate learning and persist in their engagement with technology. While contextual factors were influential, they did not always play a decisive role in determining learners' behaviours, which differed from previous findings on the significance of personal context (Gao & Krogstie, 2010; Terras & Ramsay, 2012). Peer interaction and instructor support were critical in sustaining learners' efforts and positive experience as they helped address issues in learning with technologies. The Factor Relationship and Interaction model was proposed to explain the complexity of the influences on self-directed mobile learning, contributing a synthesizing model to the fragmented literature on this topic. The study also identified five learner profiles-Tasters, Steadies, Players, Hard-workers and Perfectionists-according to their attitudes, behaviours and engagement patterns with technologies. Learners were found to hold different attitudes and behave differently with the same technologies at different times, producing overlaps and movement between the profiles. These resulted in the Other publications during candidature pertaining to this thesis Refereed Conference Papers • Tran, T. L. N. (2019). Mobile apps and pronunciation training: A self-directed learning approach. In T. Pattison (Ed), IATEFL 2018 Brighton conference selections (pp. 159-161).

show abstract

“…For 8-year-olds, carrying out a self-assessment of one's abilities and processes [5,54] is psychologically difficult to perform and troublesome to communicate. Despite this, self-reports are the test most commonly used to collect data from large samples [56]. This study used the Jr. MAI questionnaire due to its simple application to the selected population and its extensive use in the literature, together with its counterpart for other ages: the Metacognitive Assessment Inventory (MAI) [8,26,32,54,57,58].…”

mentioning

confidence: 99%

Digital Teaching Materials and Their Relationship with the Metacognitive Skills of Students in Primary Education

2020

View full text Add to dashboard Cite

Metacognition is a construct that is noteworthy for its relationship with the prediction and enhancement of student performance. It is of interest in education, as well as in the field of cognitive psychology, because it contributes to competencies, such as learning to learn and the understanding of information. This study conducted research at a state school in the Community of Madrid (Spain) with a sample of 130 students in Grade 3 of their primary education (8 years old). The research involved the use of a digital teaching platform called Smile and Learn, as the feedback included in the digital activities may have an effect on students’ metacognition. We analyzed the implementation of the intelligent platform at school and the activities most commonly engaged in. The Junior Metacognitive Awareness Inventory (Jr. MAI) was the measuring instrument chosen for the external evaluation of metacognition. The study’s results show a higher use of logic and spatial activities. A relationship is observed between the use of digital exercises that have specific feedback and work on logic and visuospatial skills with metacognitive knowledge. We discuss our findings surrounding educational implications, metacognition assessment, and recommendations for improvements of the digital materials.

show abstract

Differences in students' metacognitive strategy knowledge, motivation, and strategy use: A typology of self-regulated learners

Abstract: To cite this article: Yves Karlen (2016) Differences in students' metacognitive strategy knowledge, motivation, and strategy use: A typology of self-regulated learners

Cited by 65 publications

References 54 publications

Teachers’ Professional Competences in Self-Regulated Learning: An Approach to Integrate Teachers’ Competences as Self-Regulated Learners and as Agents of Self-Regulated Learning in a Holistic Manner

Teachers’ Professional Competences in Self-Regulated Learning: An Approach to Integrate Teachers’ Competences as Self-Regulated Learners and as Agents of Self-Regulated Learning in a Holistic Manner

Mobile learning for professional development: Significant factors, attitudes, behaviours and engagement patterns

Digital Teaching Materials and Their Relationship with the Metacognitive Skills of Students in Primary Education

Contact Info

Product

Resources

About