Research on self-regulated learning Sample Clauses

Research on self-regulated learning. In line with the assumptions and claims of SRL models, a number of research studies have focused on examining the processes individual students use to regulate various aspects of their learning within a variety of learning situations. Research in this area has focused on a variety of tasks from different domains, as well as different age groups of students, ranging from pre-elementary school to university students. Moreover, several data sources have been utilised, including self-report measures, interviews, computer traces, think-aloud protocols, observations, and performance measures. When scrutinising the existing literature, different lines of research on SRL can be identified, such as including investigations into (a) student characteristics in relation to the use of SRL processes; (b) types of social support for promoting SRL and task engagement; and (c) the features of the social context that facilitate SRL processes. A number of research studies on the phenomenon have explored how a variety of student characteristics, including achievement level, prior knowledge and self- efficacy, can be influential in individual student use of self-regulation processes. Xxxxxxx and colleagues, in particular, conducted several studies with North American students relevant to this line of inquiry (Xxxxxxx et al., 2004; Xxxxxx et al., 2008; Xxxx & Xxxxxxx, 2008). By using a mixed-methodology approach, they investigated individual students’ SRL when learning about complex science topics within a hypermedia learning environment. They utilised think aloud protocol methodology to collect process data about SRL, and assessed learning outcomes by using pre-test and post-test measures. In one particular study, Xxxxxx and Xxxxxxx (2007a) investigated how middle and high school students’ use of SRL processes during learning with hypermedia were associated with qualitative shifts in their mental models of human circulatory system from pre-test to post-test. Analysis of the data outcomes showed that students who had large qualitative shifts in their conceptual understanding engaged in SRL processes more often than their less successful peers. More specifically, their findings suggested that utilising certain key SRL processes in relation to monitoring emerging understanding, using effective strategies, and managing aspects of task difficulty and demands were positively associated with the higher qualitative shifts in students’ mental model of the circulatory system. In another...