Self-Regulated Learning in Academic Domains

Alexander, Patricia A.; Dinsmore, Daniel L.; Parkinson, Meghan M.; Winters, Fielding I.

doi:10.4324/9780203839010.ch25

Cited by 15 publications

(15 citation statements)

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“…Our science of learning course included a focus on using deep- as opposed to surface-level strategies (Dinsmore, 2017), and we found treatment participants did this via the path through monitoring, supporting the role of SRL as a mediator of the relationship between individual differences such as prior knowledge and learning performance (Zimmerman, 2013). This suggests that the course was effective in helping FGCS acquire monitoring and strategy use knowledge and skills, two phenomena thought to be important across many contexts (Alexander et al, 2011; Greene, 2018). On the other hand, comparison participants more frequently verbalized using deep-level strategies than treatment participants.…”

Section: Discussionmentioning

confidence: 94%

“…However, there have not been systematic investigations of whether SRL training effects transfer to other courses or context. If one of the purported goals of SRL research is to help students truly self-regulate, then instruction on SRL should transfer beyond the context in which it was learned (Alexander, Dinsmore, Parkinson, & Winters, 2011). This is one of the goals of first-year learning to learn courses (Hofer & Yu, 2003).…”

Section: Literature Reviewmentioning

confidence: 99%

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Effects of a Science of Learning Course on College Students’ Learning With a Computer

Greene¹,

Lobczowski²,

Freed³

et al. 2019

American Educational Research Journal

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First-year courses have been used to bolster college student success, but empirical evidence on their efficacy is mixed. We investigated whether a first-year science of learning course, focused on self-regulated learning, would benefit first-generation college students. We randomly assigned students to a treatment condition involving enrollment in the course, a comparison condition in which students had access to online course materials only, or a control condition. From this larger study, we recruited 43 students to participate in a laboratory task involving learning about the circulatory system with a computer. We found that treatment and comparison students experienced greater changes in conceptual knowledge than the control group, and we found differences in the enactment of monitoring and strategy use across conditions.

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Section: Discussionmentioning

confidence: 94%

Section: Literature Reviewmentioning

confidence: 99%

Effects of a Science of Learning Course on College Students’ Learning With a Computer

Greene¹,

Lobczowski²,

Freed³

et al. 2019

American Educational Research Journal

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“…Links between SRL and academic achievement have been demonstrated across populations and domains (e.g., Fuchs et al, ; Pintrich & de Groot, ; Wolters & Pintrich, ). However, there are open questions as to whether skill in SRL is domain specific and whether certain SRL behaviors are more beneficial for work in particular academic subjects (Alexander, Dinsmore, Parkinson, & Winters, ). Additionally, there are open questions as to when students develop competence in SRL and when and how these competencies translate to learning gains—younger elementary students, especially those below age seven (about second grade), may not have developed all the requisite competencies necessary for SRL (Paris & Newman, ; cf.…”

Section: The Link Between Srl and Achievementmentioning

confidence: 99%

Links between achievement, executive functions, and self‐regulated learning

Rutherford

Buschkuehl

Jaeggi

et al. 2018

Applied Cognitive Psychology

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Student self-regulated learning (SRL) is theorized to draw upon cognitive resources such as executive functions (EF) in support of planning, monitoring, and control processes in the service of academic goals. Prior work has demonstrated connections between direct measures of EF and reports of regulation behaviors, but this has not been frequently extended using an SRL framework to classroom behaviors and resulting school achievement. We find relations between inhibition and shifting elements of EF and teacher reports of SRL and links between both and student achievement on standardized tests and classroom grades in mathematics and language arts.We also find that links between EF and math achievement are partially mediated through SRL. Our results suggest that aspects of EF can support or may be a bottleneck for SRL and thus academic achievement, and as such, they have implications for cognitive and educational interventions.

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“…The SRL and strategy use literatures evolved from largely domain‐independent roots in metacognition and cognitive strategy literatures (Alexander, Dinsmore, Parkinson, & Winters, ; Dinsmore, Alexander, & Loughlin, ). From this fundamental research came insights regarding the somewhat non‐intuitive nature of human learning (cf.…”

Section: Introductionmentioning

confidence: 99%