Patterns in elementary school students′ strategic actions in varying learning situations

Instructional Science

Volumn 41, Issue 5, 2013, Pages 933-954

  Malmberg, Jonna ^a   Järvenoja, Hanna ^a   Järvelä, Sanna ^a  

^a UNIVERSITY OF OULU   (Finland)

Author keywords

Challenging learning situations; Elementary school students; gStudy; Log file traces; Self regulated learning; Strategic learning; Study tactics

Indexed keywords

EID: 84884143641     PISSN: 00204277     EISSN: None     Source Type: Journal    
DOI: 10.1007/s11251-012-9262-1     Document Type: Article

References (71)

1. Abrami, P. (2010). On the nature of support in computer-supported collaborative learning using gStudy. Computers in Human Behavior, 26(5), 835-859.
2. Alexander, P. A., Graham, S., & Harris, K. R. (1998). A perspective on strategy research: Progress and prospects. Educational Psychology Review, 10(2), 129-154.
3. Azevedo, R., Cromley, J. G., Winters, F. I., Moos, D. C., & Greene, J. A. (2005). Adaptive human scaffolding facilitates adolescents' self-regulated learning with hypermedia. Instructional Science, 33(5-6), 381-412.
4. Azevedo, R., & Witherspoon, A. M. (2009). Self-regulated learning with hypermedia. In D. J. Hacker, J. Dunlosky, & A. C. Graesser (Eds.), Handbook of metacognition in education (pp. 319-339). Mahwah: Routledge.
5. Bjorklund, D., Miller, P., Coyle, T., & Slawinski, J. (1997). Instructing children to use memory strategies: Evidence of utilization deficiencies in memory training studies. Developmental Review, 17, 411-441.
6. Boekaerts, M., & Niemivirta, M. (2000). Self-regulation in learning: Finding a balance between learning-and ego-protective goals. In M. Boekaerts, P. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 417-450). San Diego: Academic Press.
7. Bransford, J., Sherwood, R., Vye, N., & Rieser, J. (1986). Teaching thinking and problem solving. American Psychologist, 41, 1078-1089.
8. Cao, L., & Nietfeld, J. L. (2007). College students′metacognitive awareness of difficulties in learning the class content does not automatically lead to adjustment of study strategies. Australian Journal of Educational & Developmental Psychology, 7, 31-46.
9. Dignath, C., Buettner, G., & Langfeld, H.-P. (2008). How can primary school students learn self-regulated learning effectively?: A meta analysis on self-regulation training programmes. Educational Research Review, 3(2), 101-129.
10. Fielding, I., Winters, J., Greene, A., & Costich, C. M. (2008). Self-regulation of learning within computer-based learning environments: A critical analysis. Educational Psychology Review, 20, 429-444.
11. Flavell, J. H. (1979). Metacognition and cognitive monitoring. A New area of cognitive-developmental inquiry. American Psychologist, 34(10), 906-911.
12. Garcia, T., McCann, E. J., Turner, J. E., & Roska, L. (1998). Modeling the mediating role of volition in the learning process. Contemporary Educational Psychology, 23(4), 392-418.
13. Graham, S., Santos, D., & Vanderplank, R. (2008). Listening comprehension and strategy use: A longitudinal exploration. System, 36(1), 52-68.
14. Greene, A., & Azevedo, R. (2007). A theoretical review of Winne and Hadwin′s model of self-regulated learning: New perspectives and directions. Review of Educational Reseacrh, 77(3), 334-372.
15. Hadwin, A. F., Järvelä, S., & Miller, M. (2011). Self-regulated, co-regulated and socially shared regulation of learning. In B. Zimmerman & D. Schunk (Eds.), Hand-Book of self-regulation of learning and performance (pp. 65-84). New York: Routledge.
16. Hadwin, A. F., Nesbit, J., Jamieson-Noel, D., Code, J., & Winne, P. (2007). Examining trace data to explore self-regulated learning. Metacognition and Learning, 2(2-3), 107-124.
17. Hadwin, A. F., Oshige, M., Gress, C., & Winne, P. H. (2010). Innovative ways for using gStudy to orchestrate and research social aspects of self-regulated learning. Computers in Human Behavior, 26(5), 794-805.
18. Hadwin, A. F., & Winne, P. H. (1996). Study strategies have meager support: A review with recommendations for implementation. The Journal of Higher Education, 67(6), 692-715.
19. Hadwin, A. F., Winne, P. H., Stockley, D. B., Nesbit, J., & Woszczyna, C. (2001). Context moderates students' self-reports about how they study. Journal of Educational Psychology, 93, 477-487.
20. Hilbert, T. S., & Renkl, A. (2008). Concept mapping as a follow-up strategy to learning from texts: What characterizes good and poor mappers? Instructional Science, 36(1), 53-73.
21. Järvelä, S., & Järvenoja, H. (2011). Socially constructed self-regulated learning and motivation regulation in collaborative learning groups. Teachers College Record, 113(2), 350-374.
22. Järvelä, S., Järvenoja, H., & Malmberg, J. (2012). How elementary school students' motivation is connected to self-regulation? Educational Research and Evaluation, 18(1), 65-84.
23. Järvelä, S., Salonen P., & Lepola, J. (2001). Dynamic assessment as a key to understanding student motivation in a classroom context. In P. Pintrich & M. Maehr (Eds.), Advances in research on motivation: New directions in measures and methods (Vol 12, pp. 217-240). Greenwich: Elsevier.
24. Järvenoja, H., & Järvelä, S. (2005). How students describe the sources of their emotional and motivational experiences during the learning process: A qualitative approach. Learning and Instruction, 15(5), 465-480.
25. Järvenoja, H., & Järvelä, S. (2009). Emotion control in collaborative learning: Do students regulate emotions evoked by social challenges? British Journal of Educational Psychology, 79, 463-481.
26. Johnson, A. M., Azevedo, R., & D́Mello, S. K. (2011). The temporal and dynamic nature of self-regulatory processes during independent and externally assisted hypermedia learning. Cognition and Instruction, 29(4), 471-504.
27. Karpicke, J. D. (2009). Metacognitive control and strategy selection: Deciding to practice retrieval during learning. Journal of Experimental Psychology: General, 138(4), 469-486.
28. Linnenbrink, E. (2006). Emotion research in education: Theoretical and methodological perspectives on the integration of affect, motivation, and cognition. Educational Psychology Review, 18, 307-314.
29. Malmberg, J., Järvenoja, H., & Järvelä, S. (2010). Tracing elementary school students' study tactic use in gStudy by examining a strategic and self-regulated learning process. Computers and Human Behavior, 26(5), 1034-1042.
30. Manlove, S., Lazonder, A., & de Jong, T. (2007). Software scaffolds to promote regulation during scientific inquiry learning. Metacognition Learning, 2, 141-155.
31. Nelson, L., Graf, A., & Nelson, T. O. (1994). Metacognitive aspects of implicit/explicit memory. In L. Reder (Ed.), Implicit menory and metacognition (pp. 137-194). Mahwah: Lawrence Erlbaum.
32. Nesbit, J. C., Xhou, M., Xu, Y., & Winne, P. H. (2007). Advancing log analysis of student interactions with cognitive tools. Paper presented in the European Association for Research on Learning and Insruction (EARLI) 2000, Conference, Budabest, Hungary.
33. Nolen, S. (1988). Reasons for studying: Motivational orientations and study strategies. Cognition and Instruction, 5(4), 269-287.
34. Nolen, S. (2006). Validity in assessing self-regulated learning: A comment on Perry & Winne. Educational Psychology Review, 18(3), 229-232.
35. Novak, J. D. (1998). Learning, creating and using knowledge: concept maps as facilitative tools in schools and corporations. Mahwah: Lawrence Erlbaum.
36. Paris, S. G., & Paris, A. H. (2001). Classroom applications of research on self-regulated learning. Educational Psychologist, 36(2), 89-101.
37. Paris, A. H., & Paris, S. G. (2007). Teaching narrative comprehension strategies to first graders. Cognition and Instruction, 25(1), 1-44.
38. Perry, N. E., & VandeKamp, K. J. O. (2000). Creating classroom contexts that support young children's development of self-regulated learning. International Journal of Educational Research, 33(7-8), 821-843.
39. Perry, N. E., & Winne, P. H. (2006). Learning from learning kits: GStudy traces of students' self-regulated engagements using software. Educational Psychology Review, 18, 211-228.
40. Pintrich, P. (2000). Role of goal orientation in self regulated learning. In M. Boekarts, P. Pintrich., & M. Zeidner (Eds.), Handbook of self-regulation (pp. 452-494). San Diego: Academic Press.
41. Pintrich, P., & DeGroot, E. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82(1), 33-40.
42. Ponitz, C. E. C., McClelland, M. M., Jewkes, A. M., Connor, C. M., Farris, C. L., & Morrison, F. J. (2008). Touch your toes! Developing a direct measure of behavioral regulation in early childhood. Early childhood Research Quarterly, 23, 141-158.
43. Pressley, M. (1995). More about the development of self-regulation: Complex, long-term, and thoroughly social. Educational Psychologist, 30(4), 207-212.
44. Pressley, M., & Harris, K. (2006). Cognitive strategies instruction: From basic research to classroom instruction. In P. Alexander & P. H. Winne (Eds.), Handbook of educational psychology (pp. 265-286). Mahwah: Lawrence Erlbaum.
45. Rabinowitz., M., Freeman, K., & Cohen, S. (1992). On the use and maintenance of strategies: The influence of accessibility to knowledge. Journal of Educational Psychology, 84, 211-218.
46. Scardamalia, M., & Bereiter, C. (1983). Child as coinvestigator: Helping children gain insights into their own mental processes. In S. Paris, G. Olson, & W. Stevenson (Eds.), Learning and motivation in the classroom (pp. 61-80). New Jersey: Lawrence Erlbaum.
47. Schmeck, R. R. (1988). Learning strategies and Learning styles. New York: Plenum Press.
48. Schneider, W., & Sodian, B. (1997). Memory strategy development: Lessons from longitudinal research. Developmental Review, 17, 442-461.
49. Schraw, G. (1998). Promoting general metacognitive awareness. Instructional Science, 26, 113-125.
50. Slotte, V., & Lonka, K. (1999). Review and process effects of spontaneous note-taking on text comprehension. Contemporary Educational Psychology, 24(1), 1-20.
51. Spörer, N., Brunstein, J., & Kieschke, U. (2009). Improving students reading comprehension skills: Effects on strategy instruction and reciprocal teaching. Learning and Instruction, 19(3), 272-286.
52. Vollmeyer, R., & Rheinberg, F. (2006). Motivational effects on self-regulated learning with different tasks. Educational Psychology Review, 18, 239-253.
53. Weinstein, C. E. (1988). Assesment and training of student learning strategies. In R. R. Schmeck (Ed.), Learning strategies and learning styles (pp. 229-271). New York: Plenum Press.
54. Whitebread, D., Coltman, P., Pino Pasternak, D., Sangster, C., Grau, V., Bingham, S., Almeqdad, Q., & Demetriou, D. (2009). The development of two observational tools for assessing metacognition and self-regulated learning in young children. Metacognition Learning, 4, 63-85.
55. Wigfield, A., Klauda, S. L., & Cambria, J. (2011). Self-regulated, co-regulated and socially shared regulation of learning. In B. Zimmerman & D. Schunk (Eds.), Hand-Book of self-regulation of learning and performance (p. 3347). New York: Routledge.
56. Winne, P. H. (2001). Self-regulated learning viewed from models of information processing. In B. J. Zimmerman & D. H. Schunk (Eds.), Self-regulated learning and academic achievement (pp. 153-190). New York: Lawrence Erlbaum.
57. Winne, P. H. (2005). Key issues in modeling and applying research on self-regulated learning. Applied Psychology: An International review, 54(2), 232-238.
58. Winne, P. H. (2006). How software technologies can improve research on learning and bolster school reform. Educational Psychologist, 41(1), 5-17.
59. Winne, P. H., & Hadwin, A. F. (1998). Studying as self-regulated learning. In D. Hacker, J. Dunlosky, & A. Graesser (Eds.), Metacognition in educational theory and practice (pp. 277-304). Mahwah: Lawrence Erlbaum.
60. Winne, P. H., Hadwin, A. F. (2008). The weave of motivation in self-regulated learning. In D. H. Schunk & B. J. Zimmerman (Eds.), Motivation and self-regulated learning. Theory, research and applications (pp. 297-314). New York: Lawrence Erlbaum.
61. Winne, P. H., & Jamieson-Noel, D. L. (2002). Exploring students' calibration of self-reports about study tactics and achievement. Contemporary Educational Psychology, 27, 551-572.
62. Winne, P. H., & Nesbit, J. C. (2009). Supporting self-regulated learning with cognitive tools. In D. Hacker, J. Dunlosky, & A. Graesser (Eds.), Handbook of metacognition in education (pp. 259-277). New York: Routledge.
63. Winne, P. H., Nesbit, J. C., Kumar, V., Hadwin, A. F., Lajoie, S. P., & Azewedo, R. (2006). Supporting self-regulated learning with gStudy software: The LearningKit project. Cognition and Instruction, 3, 103-113.
64. Winne, P. H., & Perry, N. E. (2000). Measuring self-regulated learning. In M. Boekaerts, P. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 532-566). San Diego: Academic Press.
65. Wolters, C. (1999). The relation between high school students′motivational regulation and their use of learning strategies, effort, and classroom performance. Learning and Individual Differences, 3(3), 281-299.
66. Wolters, C., & Pintrich, P. (1998). Contextual differences in student motivation and self-regulated learning in mathematics, English and social studies classrooms. Instructional Science, 26(1-2), 27-47.
67. Xu, Y., Nesbit, J. C., Zhou, M., Winne, P. H. (2007). LogValidator: A tool for identifying and mining patters in gStudy log data. [computer program]. Simon Fraser University, Burnaby, BC.
68. Zimmerman, B. J. (1998). Academic studying and the development of personal skill: A self-regulatory perspective. Educational Psychologist, 33, 73-86.
69. Zimmerman, B. J. (2001). Theories of self-regulated learning and academic achievement: an overview and analysis. In B. J. Zimmerman & D. H. Schunk (Eds.), self-regulated learning and academic achievement (pp. 1-38). New York: Lawrence Erlbaum.
70. Zimmerman, B. J. (2008). Investigating self-regulation and motivation: Historical background, methodological developments, and future prospects. American Educational Research Journal, 45(1), 166-183.
71. Zimmerman, B., & Moylan, A. (2009). Self-regulation: Where metacognition and motivation intersect. In D. Hacker, J. Dunlosky, & A. Graesser (Eds.), Handbook of metacognition in education (pp. 299-316). New York: Routledge.