Self-Regulation in the Classroom: A Perspective on Assessment and Intervention

Abstract

Il n'y a pas de définition simple et univoque du concept d'apprentissage autorégulé. Des théoriciens de psychologie de l'éducation ont réduit l'éventail des aptitudes des élèves à s'autoréguler en se focalisant sur le versant scolaire de l'éducation, à savoir l'acquisition des connaissances et les objectifs de réussite. Toutefois, le monde complexe de l'étude en classe engendre une situation où différents buts entrent en concurrence aux yeux des élèves. Le modèle d'autorégulation à double processus de Bookaerts montre que les deux objectifs que sont l'étude et le bien-être interagissent. Nous estimons que lorsque les élèves ont accès à des stratégies autonomes bien au point se traduisant par de bonnes habitudes de travail, ils ont une plus grande probabilité de se motiver pour les études et de sauvegarder leur bien-être quand une source de stress bloque l'apprentissage.There is no simple and straightforward definition of the construct of selfregulated learning. Theorists in educational psychology have narrowed the scope of students' capability to self-regulate through a focus on the academic side of education, namely on learning and achievement goals. However, the messy world of classroom learning creates a situation in which different goals compete for students' attention. Boekaerts' dual processing self-regulation model describes how learning goals interact with well-being goals. We propose that when students have access to well-refined volitional strategies manifested as good work habits, they are more likely to invest effort in learning and get off the well-being track when a stressor blocks learning. Shifting definitions of SRL have led to changing measurement procedures; researchers moved away from decontextualised measures of SRL to domain-specific measures and then on to context-sensitive measures. The validity and reliability of the first generation of SR assessment has been limited and several issues remain. Recently, researchers have designed assessment packages including new instruments that better

Animated pedagogical agents effects on enhancing student motivation and learning in a science inquiry learning environment

“…Other students may be daunted by the very same prospect. They may perceive the possibilities for self-regulated action as threatening rather than inviting, and concern themselves with goals of maintaining well-being rather than with trying to achieve learning goals (see Boekaerts and Corno 2005). Students who are uncertain about their domain-specific competencies may be especially vulnerable to this downside from the affordances for self-regulated learning offered in inquiry learning environments.…”

A Multi-dimensional Investigation of Self-regulated Learning in a Blended Classroom Context: A Case Study on eLDa MOOC

“…These process of applying cognitive reasoning as thoughts, modes, feelings and actions that are first of all planned and adapted to achieve learning goals [3] is called self-regulated learning strategies [4,5,6]. Self-regulated learning is said to consist of certain academic learning in education such as motivation, behaviour and cognition [7].…”

Assessment for Learning: Meeting the Challenge of Implementation

“…Es decir, conociendo a través de este instrumento los diferentes criterios de evaluación y la descripción de los distintos niveles de calidad, los estudiantes pueden establecer qué nivel desean alcanzar. En realidad, no todos los alumnos tienen como objetivo alcanzar la máxi-ma calificación y resultado posibles, por lo que también serán capaces, a su vez, de regular su motivación y esfuerzo (Boekaerts y Cascallar, 2006;Boekaerts y Corno, 2005). Es decir, el objetivo que los estudiantes establezcan puede atender a múltiples factores: su motivación, el interés que les pueda suscitar la tarea o la asignatura, el tiempo y esfuerzo que calculen que deben emplear para alcanzar un determinado nivel de calidad o su propia competencia autopercibida (Panadero y Alonso-Tapia, 2013).…”