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1.
Accurate judgment of performance, or calibration, is an important element of self-regulated learning (SRL) and itself has been an area of growing study. The current study contributes to work on calibration by presenting practical and predictive results of varying calibration measures from authentic educational data: elementary-aged students' interactions with a year-long digital mathematics curriculum. Comparison of predictive validity of measures show only small differences in explained variance in models predicting posttest performance while controlling for pretest. A combined model including Sensitivity and Specificity outperforms other single measures, confirming results in Schraw, Kuch, & Gutierrez (2013); however, results show that student patterns of calibration within these data differ from those assumed in simulation studies and these differences have implications for the calculability of popular calibration measures. 相似文献
2.
This study investigates how self-regulated learning phases are related to collaborative engagement in two different collaborative task conditions. It integrates SRL theory and the concept of engagement, including interaction in collaboration, as key characteristics of engagement. Forty-four second-year teacher education students worked in groups during a 7-week math didactic course. We collected 84 h of video recordings and coded the group's cognitive and socioemotional interaction and three phases of self-regulation within interaction, including forethought, performance and reflection. After that we analyzed the relationship between the interaction types representing collaborative engagement and SRL phases within two learning tasks. The results show that collaborative engagement did not differ between teacher-led and student-led tasks in terms of the interaction types. However, the results showed that the SRL phases occurred differently within cognitive and socioemotional interaction types when the two task conditions were compared. Findings concerning teacher-led tasks showed invariance in the occurrence of SRL phases across the task and highlighted the relationship between socioemotional interaction and the forethought phase. Additionally, findings concerning the student-led tasks showed systematic changes in the distribution of phases of SRL across sessions in all interaction types. Our results' theoretical and methodological implications for collaborative engagement research are discussed. 相似文献
3.
A 2 × 2 quasi-experimental design was used to investigate the impact of extrinsic incentives and reflection on students’ calibration
of exam performance. We further examined the relationships among attributional style, performance, and calibration judgments.
Participants were 137 college students enrolled in an educational psychology course. Results differed as a function of exam
performance. Higher-performing students were very accurate in their calibration and did not show significant improvements
across a semester-length course. Attributional style did not significantly contribute to their calibration judgments. Lower-performing
students, however, were less accurate in their calibration, and students in the incentives condition showed significant increases
in calibration. Beyond exam scores, attributional style constructs were significant predictors of calibration judgments for
these students. The constructs targeting study and social variables accounted for most of the additional explained variance.
The qualitative data also revealed differences by performance level in open-ended explanations for calibration judgments. 相似文献
4.
Peter Collins Michael Hogan Liam Kilmartin Michael Keane Jochen Kaiser Kurt Fischer 《Mind, Brain, and Education》2010,4(4):208-218
One likely mechanism in learning new skills is change in synchronous connections between distributed neural networks, which can be measured by coherence analysis of electroencephalographic patterns. This study examined coherence changes during the learning of two tasks, a word association task and a figure association task. Although learning curves were similar for both tasks, distinct patterns of coherence change were observed. Coherence tended to increase as learning progressed in the figure association task. In contrast, coherence tended to decrease in the word association task, especially within hemisphere. Word learning was coupled with negative intrahemispheric and positive interhemispheric performance–coherence relations in the gamma frequency. Unique to the figure learning task was an increase in the number of positive coherence–performance relations in both delta and theta frequencies across blocks. Results are discussed in light of ongoing efforts to identify the mechanisms that coordinate distributed brain activities during the process of learning. Further research is needed to define patterns of coherence change for different tasks, goals, and brain regions. 相似文献
5.
The current study aimed to examine the relationships between dimensions of parental scaffolding and children's self-regulated learning (SRL). One hundred and thirty Chinese kindergarten children participated in a range of problem-solving tasks with their parents and independently. Parent-child interactions and child-alone behaviours were video-recorded for an in-depth observational analysis. Parental cognitive support, emotional support, and contingency were coded in parent-child interactions. Children's cognitive, metacognitive, and motivational strategic behaviours and task performance were coded and assessed within the context of child-alone tasks. Results showed that contingency was particularly important for children's SRL. Parental contingency was the only independent predictor of children's SRL among the three aspects of parental scaffolding and mediated the effect of parent education levels on children's SRL. 相似文献
6.
Formative Assessment: Assessment Is for Self-regulated Learning 总被引：1，自引：0，他引：1
Ian Clark 《Educational Psychology Review》2012,24(2):205-249
The article draws from 199 sources on assessment, learning, and motivation to present a detailed decomposition of the values,
theories, and goals of formative assessment. This article will discuss the extent to which formative feedback actualizes and
reinforces self-regulated learning (SRL) strategies among students. Theoreticians agree that SRL is predictive of improved
academic outcomes and motivation because students acquire the adaptive and autonomous learning characteristics required for
an enhanced engagement with the learning process and subsequent successful performance. The theory of formative assessment
is found to be a unifying theory of instruction, which guides practice and improves the learning process by developing SRL
strategies among learners. In a postmodern era characterized by rapid technical and scientific advance and obsolescence, there
is a growing emphasis on the acquisition of learning strategies which people may rely on across the entire span of their life.
Research consistently finds that the self-regulation of cognitive and affective states supports the drive for lifelong learning
by: enhancing the motivational disposition to learn, enriching reasoning, refining meta-cognitive skills, and improving performance
outcomes. The specific purposes of the article are to provide practitioners, administrators and policy-makers with: (a) an
account of the very extensive conceptual territory that is the ‘theory of formative assessment’ and (b) how the goals of formative
feedback operate to reveal recondite learning processes, thereby reinforcing SRL strategies which support learning, improve
outcomes and actualize the drive for lifelong learning. 相似文献
7.
Previous research suggests that adolescents with learning disabilities (LD) are less accurate in predicting academic performance than normally achieving (NA) adolescents and display a tendency to overestimate their level of performance (e.g., Klassen, 2007). However, no studies have been conducted investigating whether this overestimation is specific to academic contexts or a phenomenon that extends across domains. Ninety-four adolescents (46 LD, 48 NA) predicted their performance on a spelling task and on a ball-throwing task. Results revealed group differences in performance calibration across domains with adolescents with LD showing an overestimation of ability on the spelling and ball-throwing tasks, and NA adolescents demonstrating more precise self-appraisals. Additionally, the accuracy of non-academic performance predictions remained stable with increasing difficulty in the NA group whereas the adolescents with LD demonstrated a decrease in accurate performance prediction as the difficulty level increased. 相似文献
8.
In this study we examined the effectiveness of self-regulated learning (SRL) and externally regulated learning (ERL) on college
students’ learning about a science topic with hypermedia during a 40-min session. A total of 82 college students with little
knowledge of the topic were randomly assigned either to the SRL or ERL condition. Students in the SRL condition regulated
their own learning, while students in the ERL condition had access to a human tutor who facilitated their self-regulated learning.
We converged product (pretest–posttest declarative knowledge and qualitative shifts in participants’ mental models) with process
(think-aloud) data to examine the effectiveness of SRL versus ERL. Analysis of the declarative knowledge measures showed that
the ERL condition group mean was statistically significantly higher than the group mean for the SRL condition on the labeling
and flow diagram tasks. There were no statistically significant differences between groups on the matching task, but both
groups showed statistically significant increases in performance. Further analyses showed that the odds of being in a higher
mental model posttest group were decreased by 65% for the SRL group as compared to the ERL group. In terms of SRL behavior,
participants in the SRL condition engaged in more use of selecting new information sources, re-reading, summarizing, free
searching, and enacting control over the context of their learning. In comparison, the ERL participants engaged in more activation
of prior knowledge, utilization of feeling of knowing and judgment of learning, monitoring their progress toward goals, drawing,
hypothesizing, coordination of information sources, and expressing task difficulty.
An earlier version of this paper was presented at the international conference of Artificial Intelligence in Education (AI-Ed
2007), Los Angeles, LA (July, 2007). 相似文献
9.
We examined teacher self-efficacy within the context of a suite of mathematics learning games, Spatial Temporal Mathematics (ST Math) to analyze the associations between teacher value for professional development and self-efficacy, and the associations of both with student achievement outcomes. We found that higher teacher valuing of ST Math professional development was associated with higher self-efficacy for teaching ST Math, and that teacher self-efficacy had a small positive association with student achievement, although the latter result was not replicated in a subdivision of the sample. These associations provide information on how teacher perceptions and self-beliefs about interventions and professional development may drive implementation and student outcomes. 相似文献
10.
Philip H. Winne 《Metacognition and Learning》2014,9(2):229-237
New methods for gathering and analyzing data about events that comprise self-regulated learning (SRL) support discoveries about patterns among events and tests of hypotheses about roles patterns play in learning. Five such methodologies are discussed in the context of four key questions that shape investigations into patterns in SRL. A framework for this review is provided by a model that structures SRL in terms of: conditions of a task, operations, products generated by operations, evaluations of work and standards used in evaluations (COPES; Winne in Journal of Educational Psychology, 89, 397–410, 1997). Four recommendations are made for future work on SRL as patterned activity: prune models of SRL with experimental tests, explicitly include goals in data, ensure learners have options for SRL by training them in tactics and strategies, and provide learners access to accurate displays about the events and patterns that comprise SRL. 相似文献
11.
Nancy J. Stone 《Educational Psychology Review》2000,12(4):437-475
The calibration and self-regulated learning literatures were reviewed. Calibration is a measure of how accurately individuals assess their confidence in their own knowledge. Self-regulated learning is a process of developing goals, using strategies, and monitoring performance in order to complete tasks. Individual characteristics, self-testing, and feedback are common components of both calibration and self-regulated learning; however, the specific aspects of these components often differ. Different levels of calibration might suggest different applications of self-regulated learning or different phases in task completion or learning. Certain types of self-regulation might impact calibration. These reciprocal effects between calibration and self-regulation are unclear and should be evaluated. Determining whether self-regulated learners can and should become well calibrated also is an important instructional design issue. Suggestions for research are presented. 相似文献
12.
University students often have insufficient strategies to regulate their own learning independently, suggesting the need for adequate support. This study examined developmental changes in students’ self-regulated learning (SRL) profiles during their participation in Supplemental Instruction, a peer-based intervention, over the course of a semester and predictive variables of these changes. Latent profile transition analysis of a sample of 352 undergraduates revealed three distinct SRL profiles which emerged identically across time points: competent regulators, self-confident regulators, and goal-oriented regulators. Students in the competent regulators profile were most stable over time, while those in the goal-oriented regulators profile were most malleable, but in a positive sense. Results also indicate that students who attributed SI attendance to mastery goals were more likely to transition beneficially between SRL profiles. The observed predictors of transitions between profiles also highlighted the relative importance of motivational variables as opposed to cognitive-metacognitive variables in accounting for SRL development. 相似文献
13.
This study informs the design and development of pedagogical agents that can flexibly support self-regulation by calibrating
guidance to specific phases and facets of self-regulated learning (SRL) as individuals encounter challenges and develop more
sophisticated understandings of the task and content. From a socio-cultural perspective of self-regulation, we examine the
transition of self-regulatory control from teacher to graduate student during naturalistic instructional conferences. Three
goals included (a) examining teacher–student dialogue about a complex task to see if fading actually occurs, (b) examining
whether support and fading of support are calibrated to specific phases of the self-regulatory process at a given point in
time, and (c) examining techniques used for scaffolding and fading scaffolding directed toward specific phases and facets
(behavioral, cognitive, metacognitive and motivational) of the self-regulatory cycle. Findings support a socio-cultural perspective
of SRL demonstrating a transition from teacher to student regulation across phases and facets of SRL. The paper concludes
with an examination of how our findings can inform the design of computer-based scaffolds that can support SRL. 相似文献
14.
Pedro Rosário José Carlos Núñez António Valle Julio González-Pienda Abílio Lourenço 《European Journal of Psychology of Education - EJPE》2013,28(4):1311-1331
The present study complements previous research findings with new data to improve our understanding of the relationship between motivational variables and academic performance in math mediated by self-regulated learning (SRL). A structural equation model with predictor (i.e., grade retention, grade level, and study time), process (i.e., perceived usefulness of SRL strategies, self-efficacy for the use of SRL strategies, and reported use of SRL), and product variables (i.e., academic achievement in mathematics) is proposed. The model was analyzed in two samples of data (calibration and validation samples). The first sample served to fit and respecify the model, and the second one was used to analyze the consistency of the findings of the first sample. A sample of 756 middle school Portuguese students participated in the current study. The results indicate that SRL is positively and significantly related to academic achievement and that the latter is, in turn, powerfully determined by perceived usefulness and self-efficacy, although students’ reported use of SRL strategies decreases from 7th to 9th grades. Self-efficacy and perceived usefulness of SRL strategies were also found to decrease as grade retention increased. These results are discussed with regard to the relevance of self-efficacy and perceived usefulness of SRL strategies in increasing academic achievement. 相似文献
15.
Jeffrey A. Greene Leigh Anna HutchisonLara-Jeane Costa Helen Crompton 《Contemporary educational psychology》2012
Winne and Hadwin (2008) identified four phases of self-regulated learning (SRL) including defining the task, setting goals and making plans, studying (i.e., learning), and adaptation. The vast majority of SRL research has focused on processing during the third phase, studying. In this study, we developed coding rubrics that allowed us to examine how the results of college students’ processing during phases one and two of Winne and Hadwin’s model, task definitions and plans, affected their SRL processing while learning with a hypermedia learning environment (HLE), and their subsequent academic performance. Our findings showed that, on average, participants gained both factual knowledge and integrated conceptual understanding over the course of learning with the HLE. The quality of participants’ task definitions and plans at pretest, as well as their SRL processing during learning, were related to learning outcomes. On average, participants’ task definitions improved from pretest to posttest. The findings from this study and the associated coding methodologies have implications for educational research and practice. 相似文献
16.
The purpose of this study was to examine the relationship between measures of written vocabulary and writing quality. Participants
included 92 second-grade students and 101 fourth-grade students. Students completed two writing samples: one an experimenter-developed
writing task and the other, a standardized assessment of writing quality. Research questions examined whether four vocabulary
measures (vocabulary diversity, less frequent vocabulary, mean syllable length, number of polysyllabic words) demonstrated
developmental differences, whether the vocabulary measures remained stable across two different writing prompts, and whether
the vocabulary measures explained unique and shared variance beyond that explained by compositional length and compositional
spelling. The results indicated that vocabulary diversity and less frequent vocabulary showed developmental differences across
the two writing tasks. Vocabulary diversity was the only variable to remain stable across the two writing tasks. Commonality
analysis revealed that vocabulary measures explained unique and shared variance in writing quality in all four models (2 grades
and 2 writing prompts). Generally, vocabulary diversity was the most stable and consistent of the four vocabulary variables. 相似文献
17.
Ernesto Panadero Julia Klug Sanna Järvelä 《Scandinavian Journal of Educational Research》2016,60(6):723-735
Measurement is a central issue for the self-regulated learning (SRL) field as SRL is a phenomenon difficult to measure in a reliable and valid way. Here, 3 waves in the history of SRL measurement are identified and profiled. Our focus lies on the third and newest one, which combines measurement and intervention within the same tools. The basis for this approach is located in the reactivity principle via students’ self-monitoring: when students are aware of their actions, they can react and change what is needed. That happens when the measurement tools promote students' self-monitoring which turn part of the intervention then. Examples of this new approach to SRL measurement and guidelines for implementing it are presented. 相似文献
18.
19.
The present study investigated effects of two hypermedia environments on 95 preservice university teachers' self-regulated learning (SRL) in the context of technological pedagogical content knowledge (TPCK): hypermedia with metacognitive instruction (HYP + META) and without (HYP). The study combined online reflections with self-report measures to assess SRL processes. Results showed that exposure to metacognitive support using the IMPROVE self-questioning method may enhance preservice teachers' ability to reflect on and regulate their learning processes. This, in turn, can develop their TPCK, both as learners (comprehension skills) and as teachers (design skills). Further analysis indicated high correlations within SRL measures (self-reports, online reflections) and between SRL and TPCK tasks. Implications are discussed for teacher training in SRL-integrated TPCK contexts. 相似文献
20.
Prior research has shown personal best (PB) goals to be significantly related to students’ motivation, engagement and achievement. However, research thus far has investigated PB goals only among Western samples and it is unclear to what extent PB goals hold academic merit in the Asian context. It is also unclear whether PB goals explain variance in motivation and engagement beyond that explained by ‘classic’ performance, mastery and avoidance goals. With a sample of 3753 middle school students in China, the present study showed that mastery and PB goals explained the bulk of variance in motivation, engagement and academic buoyancy outcomes. It therefore appears that the effects of PB and ‘classic’ goals derived in Western contexts generalise to the Chinese context. Further, although correlated, mastery and PB goals explain unique variance in distinct academic outcomes such that mastery goals appear more salient in mapping onto motivation factors while PB goals appear more salient in mapping onto engagement and buoyancy factors. 相似文献