Learning styles: Self‐reports versus thinking‐aloud measures

Veenman, Marcel V. J.; Prins, Frans J.; Verheij, Joke

doi:10.1348/000709903322275885

Cited by 121 publications

(95 citation statements)

References 15 publications

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“…In terms of the appropriateness of using self-report questionnaires, the present study corroborated previous research demonstrating that self-report surveys diverge from other measures of SRL� a �nding that is consistent with the SRL assessment literature showing that what students say that they do (self-report questionnaires) is oen not what they actually do [55,56]. is measurement characteristic can be problematic or advantageous to researchers or interventionists, depending on their research goals and objectives.…”

Section: Patterns Of Srl During Srep: Implications and Futuresupporting

confidence: 87%

“…at is, despite evidence for shis in his strategic behaviors as noted previously, Vince did not perceive that he used strategies more frequently nor did his teacher report that he was more strategic during classroom activities. is lack of convergence may suggest that students may have difficulty accurately reporting their strategic behaviors, a premise consistent with prior research [55,56] or that self-report questionnaires may oen lack the sensitivity needed to capture speci�c shis in students' use of cognitive or regulatory strategies.…”

Section: Srep and Biology Exam Performancementioning

confidence: 71%

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Examining the Correspondence between Self-Regulated Learning and Academic Achievement: A Case Study Analysis

Cleary

Platten

2013

Education Research International

107

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Four high school students received 11 weeks of a self-regulated learning (SRL) intervention, called the Self-Regulation Empowerment Program (SREP), to improve their classroom-based biology exam scores, SRL, and motivated behaviors. is mixed model case study examined the correspondence between shis in students' strategic, regulated behaviors with their performance on classroom-based biology tests. e authors used traditional SRL assessment tools in a pretest-posttest fashion (e.g., selfreport �uestionnaires, teaching rating scales) and gathered SRL data during the intervention using �eld note observations and contextualized structured interviews. is multidimensional assessment approach was used to establish convergence among the assessment tools and to facilitate interpretation of trends in students' biology test performance relative to their SRL processes. Key themes in this study included the following: (a) the close correspondence between changes in students SRL, biology exam performance, and SREP attendance; (b) individual variability in student performance, SRL behaviors, and beliefs in response to SREP; and (c) the importance of using a multi-dimensional assessment approach in SRL intervention research. Furthermore, this study provided additional support for the potential effectiveness of SREP in academic contexts.

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Section: Patterns Of Srl During Srep: Implications and Futuresupporting

confidence: 87%

Section: Srep and Biology Exam Performancementioning

confidence: 71%

Examining the Correspondence between Self-Regulated Learning and Academic Achievement: A Case Study Analysis

Cleary

Platten

2013

Education Research International

107

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“…Previous studies examining this type of relationship using Vermunt's ILS 12 have shown conflicting results. For example, Veenman et al 19 found a nonsignificant relationship between learning styles and grade point average (GPA), while Boyle et al 13 found a significant relationship between the 2 factors. A more detailed analysis which excludes the scores of those (few) pharmacy students who have a prior degree and utilizes a standardized form of performance outcome (such as multiple-choice examination or essay style) for all year groups would perhaps be a more valid approach to this analysis.…”

Section: Discussionmentioning

confidence: 99%

“…While one study 13 found a significant relationship between productive approaches to learning and academic performance in a group of 273 second-and fourth-year social sciences students, other studies have found no such relationship. 18,19 Recent Australian research has shown that the process of undertaking final-year high school examinations can be counterproductive to fostering deep learning strategies or intrinsic interest and mastery of subject areas. [20][21][22] This body of work also found clear differences in these processes according to gender and subject area.…”

Section: Introductionmentioning

confidence: 99%

Pharmacy Students' Approaches to Learning in an Australian University

Smith¹,

Saini²,

Krass³

et al. 2007

Am J Pharm Educ

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Objectives. To investigate how pharmacy students' approaches to learning change over the duration of a bachelor of pharmacy degree program. Methods. Data were obtained from a cross-sectional, repeated measures design, using a validated self-report survey instrument. Areas examined included processing and regulation strategies, motivational preferences for learning, and the relationship between approaches to learning and academic performance.Results. Pharmacy students were strongly vocationally oriented in their studies across all year groups. This approach had a significant relationship to academic performance. Overall, students indicated a preference for external regulation strategies. There was little evidence of maturation in approaches to learning as students progressed through the curriculum. Conclusions. Students' preference for vocationally related strategies can be harnessed to increase both adoption of self-regulation behaviors and motivation for mastery of material. Comparison of our results with other studies indicates that approaches to learning may be influenced more by the learning environment than the discipline of study.

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“…Although self-report scales continue to be the most frequently used measure by both researchers and practitioners, there has been some debate in the literature regarding whether selfreport measures are capable of measuring self-regulation in a valid way [39][40][41][42]. However, before one can support or refute the use of these measures, one first needs to clarify what is meant by term self-report.…”

Section: Types Of Self-regulation Assessmentmentioning

confidence: 99%

Assessing Self-Regulation as a Cyclical, Context-Specific Phenomenon: Overview and Analysis of SRL Microanalytic Protocols

Cleary

Callan

Zimmerman

2012

Education Research International

164

129

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The primary purpose of this paper is to review relevant research related to the use of an assessment technique, called Self-Regulated Learning (SRL) Microanalysis. This structured interview is grounded in social-cognitive theory and research and thus seeks to evaluate students' regulatory processes as they engage in well-defined academic or nonacademic tasks and activities. We illustrate the essential features of this contextualized assessment approach and detail a simple five-step process that researchers can use to apply this approach to their work. Example questions and administration procedures for five key self-regulation subprocesses (i.e., including goal-setting, strategic planning, monitoring, self-evaluation, and attributions) are highlighted, with particular emphasis placed on causal attributions. The psychometric properties of SRL microanalytic assessment protocols and potential areas of future research are presented.

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Learning styles: Self‐reports versus thinking‐aloud measures

Abstract: Learning style theory was confirmed by results on the study process measures. The assessment of learning styles through self-report instruments such as the ILS, however, should be reconsidered.

Cited by 121 publications

References 15 publications

Examining the Correspondence between Self-Regulated Learning and Academic Achievement: A Case Study Analysis

Examining the Correspondence between Self-Regulated Learning and Academic Achievement: A Case Study Analysis

Pharmacy Students' Approaches to Learning in an Australian University

Assessing Self-Regulation as a Cyclical, Context-Specific Phenomenon: Overview and Analysis of SRL Microanalytic Protocols

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