Does training in how to regulate one’s learning affect how students report self-regulated learning in diary tasks?

Abstract

The processes and perceptions of students' self-regulated learning are not easily measured. Thus, research has presented and suggested numerous ways in which these processes and perceptions of self-regulated learning can be investigated and assessed. Accordingly, this study aims to assess whether training in how to regulate one's learning is related to students' growth patterns regarding their reported selfregulated learning activity over time. This study also investigates whether this type of training has an impact on students' reflective ability and academic performance. To reach these goals, we examined whether students' use of a diary task -developed by interviewing primary school students (n=43) and validated with exploratory (n=78) and confirmatory (n=83) factor analysis -would capture change in students' reported self-regulated learning activity and reflective ability during training in how to regulate one's learning (students: n=100; diary task entries: n=1,000). Students' academic performance was assessed with an oral and vocabulary task. Results from multilevel linear modeling revealed different growth rates of reported self-regulated learning activity over time between students who experienced training and students who did not. Furthermore, pre and posttest results revealed that the students who experienced the training reported their reflections more autonomously and specifically in their diary task and had better academic performance than students who did not. These results demonstrate how the diary task captured change in students' perceptions, validating it as a monitoring tool. Lastly, implications for practitioners are discussed and suggestions for future studies are proposed.

Training self-regulated learning skills with video modeling examples: Do task-selection skills transfer?

“…Researchers in educational and (applied) cognitive psychology have been concerned with finding means to support or scaffold monitoring and control during self-regulated learning (e.g., Azevedo and Hadwin 2005;Bannert 2006;Dabbagh and Kitsantas 2005;Kramarski and Gutman 2006;Winne et al 2006), as well as to train monitoring and control prior to self-regulated learning (e.g., Azevedo and Cromley 2004;Costa Ferreira et al 2015;Kostons et al, 2012;Leidinger & Perels, 2012;Perels et al 2005) in order to enhance students' learning.…”

Know thy student! Combining learning analytics and critical reflections to develop a targeted intervention for promoting self-regulated learning.

“…In recent years, much of the research on self-regulation utilizing online tools has supplemented data from learning management systems with other data collection methods, including computer traces, think-aloud protocols, diaries of studying, direct observation, and microanalyses (Bannert, Reimann, & Sonnenberg, 2013;Ferreira, Simão, & da Silva, 2014;Hadwin et al, 2007;Perry & Winne, 2006;Schmitz & Wiese, 2006), or has focused on courses offered primarily or entirely online (Lynch & Dembo, 2004). However, in the non-research, on-campus environment when these additional tools are not available, what can the data that is available tell us?…”

Classroom goal structures: Observations from urban and rural high school classes in China

“…Students’ in the urban class had homework that involved the use of many cognitive strategies required by teachers (Pintrich, ). Students in the rural class had to write examination summary reports in which they had to plan, monitor, and regulate their learning, reflecting metacognitive self‐regulatory activities (Ferreira, Simão, Veiga, & Da Silva, ). The finding that self‐regulated learning strategies were widely used among Chinese students challenges the stereotypical view of Chinese students as force‐fed ducks almost exclusively focused on rote learning (Gan, ; Lee, ).…”