Third wave of measurement in the self-regulated learning field: when measurement and intervention come hand in hand

Scandinavian Journal of Educational Research

Volumn 60, Issue 6, 2016, Pages 723-735

  Panadero, Ernesto ^a,b   Klug, Julia ^c   Järvelä, Sanna ^b  

^a UNIVERSIDAD AUTÓNOMA DE MADRID   (Spain)

^b UNIVERSITY OF OULU   (Finland)

^c UNIVERSITY OF VIENNA   (Austria)

Author keywords

self regulated learning; self regulation measurement; self report

Indexed keywords

EID: 84937790949     PISSN: 00313831     EISSN: 14701170     Source Type: Journal    
DOI: 10.1080/00313831.2015.1066436     Document Type: Article

References (62)

1. R.Azevedo, R.Feyzi-Behnagh, J.Harley, & F.Bouchet, (2013). Analyzing temporally unfolding self-regulatory process during learning with multi-agent technologies. Paper presented at the EARLI Biannual Conference 2013, Munich.
2. R.Azevedo, A.Johnson, A.Chauncey, & C.Burkett, (2010). Self-regulated learning with MetaTutor:Advancing the science of learning with metacognitive tools. In M.S.Khine & I.M.Saleh (Eds.), New science of learning (pp. 225–247). New York:Springer.
3. R.F.Baumeister, T.F.Heatherton, & D.M.Tice, (1994). Losing control:How and why people fail at self-regulation. San Diego, CA:Academic Press.
4. M.Boekaerts, (1997). Self-regulated learning:A new concept embraced by researchers, policy makers, educators, teachers, and students. Learning and Instruction, 7(2), 161–186. doi:10.1016/S0959-4752(96)00015-1
5. M.Boekaerts, (2011). Emotions, emotion regulation, and self-regulation of learning. In B.J.Zimmerman & D.H.Schunk (Eds.), Handbook of self-regulation of learning and performance (pp. 408–425). New York:Routledge.
6. M.Boekaerts, & L.Corno, (2005). Self-regulation in the classroom:A perspective on assessment and intervention. Applied Psychology, 54(2), 199–231.
7. M.Boekaerts, P.R.Pintrich, & M.Zeidner, (2000). Handbook of self-regulation. San Diego:Academic Press.
8. C.Brühwiler, & P.Blatchford, (2011). Effects of class size and adaptive teaching competency on classroom processes and academic outcome. Learning and Instruction, 21(1), 95–108. http://dx.doi.org/10.1016/j.learninstruc.2009.11.004
9. T.J.Cleary, (2011). Emergence of self-regulated learning microanalysis. In B.J.Zimmerman & D.H.Schunk (Eds.), Handbook of self-regulation of learning and performance (pp. 329–345). New York:Routledge.
10. C.Dignath, & G.Büttner, (2008). Components of fostering self-regulated learning among students. A meta-analysis on intervention studies at primary and secondary school level. Metacognition and Learning, 3, 231–264. doi:10.1007/s11409-008-9029-x
11. C.Dignath, G.Büttner, & H.Langfeldt, (2008). How can primary school students learn self-regulated learning strategies most effectively? A meta-analysis on self-regulation training programmes. Educational Research Review, 3(2), 101–129. doi:10.1016/j.edurev.2008.02.003
12. M.Dresel, B.Schmitz, B.Schober, S.Spiel, A.Ziegler, T.Engelschalk,., … G.Steuer, (2015). Competencies for successful self-regulated learning in higher education:Structural model and empirical evidence from expert interviews. Studies in Higher Education, 40(3), 454–470. doi:10.1080/03075079.2015.1004236.
13. R.Dugan, & H.L.Andrade, (2011). Exploring the construct validity of academic self-regulation using a new self-report questionnaire – the Survey of Academic Self-Regulation. The International Journal of Educational and Psychological Assessment, 7(1), 45–63.
14. A.Efklides, (2011). Interactions of metacognition with motivation and affect in self-regulated learning:The MASRL model. Educational Psychologist, 46(1), 6–25. doi:10.1080/00461520.2011.538645
15. J.Fahrenberg, M.Myrtek, K.Pawlik, & M.Perrez, (2007). Ambulatory assessment. Monitoring behavior in daily life settings:A behavioral-scientific challenge for psychology. European Journal of Psychological Assessment, 23(4), 206–213. doi:10.1027/1015-5759.23.4.206
16. J.A.Greene, & R.Azevedo, (2010). The measurement of learners’ self-regulated cognitive and metacognitive processes while using computer-based learning environments. Educational Psychologist, 45(4), 203–209. doi:10.1080/00461520.2010.515935
17. J.A.Greene, J.Robertson, & L.J.Croker Costa, (2011). Assessing self-regulated learning using thinking-aloud methods. In B.J.Zimmerman & D.H.Schunk (Eds.), Handbook of self-regulation of learning and performance (pp. 313–328). New York:Routledge.
18. A.F.Hadwin, S.Järvelä, & M.Miller, (2011). Self-regulated, co-regulated, and socially shared regulation of learning. In B.J.Zimmerman & D.H.Schunk (Eds.), Handbook of self-regulation of learning and performance (pp. 65–84). New York:Routledge.
19. J.Hattie, & H.Timperley, (2007). The power of feedback. Review of Educational Research, 77(1), 81–112. doi:10.3102/003465430298487
20. S.Järvelä, P.Kirschner, E.Panadero, J.Malmberg, C.Phielix, J.Jaspers, … H.Järvenoja, (2015). Enhancing socially shared regulation in collaborative learning groups:Designing for CSCL regulation tools. Educational Technology Research and Development, 63(1), 125–142. doi:10.1007/s11423-014-9358-1
21. P.Karoly, M.Boekaerts, & S.Maes, (2005). Toward consensus in the psychology of self-regulation:How far have we come? How far do we have yet to travel? Applied Psychology, 54(2), 300–311.
22. J.Klug, S.Ogrin, S.Keller, A.Ihringer, & B.Schmitz, (2011). A plea for self-regulated learning as a process:Modelling, measuring and intervening. Psychological Test and Assessment Modeling, 53(1), 51–72.
23. W.J.Korotitsch, & R.O.Nelson-Gray, (1999). An overview of self-monitoring research in assessment and treatment. Psychological Assessment, 11(4), 415–425. doi:10.1037/1040-3590.11.4.415
24. W.Y.Lan, (1996). The effects of self-monitoring on students’ course performance, use of learning strategies, attitude, self-judgement ability, and knowledge representation. The Journal of Experimental Education, 64(2), 101–115.
25. O.Lüdtke, O.Köller, H.W.Marsh, & U.Trautwein, (2005). Teacher frame of reference and the big-fish–little-pond effect. Contemporary Educational Psychology, 30(3), 263–285. http://dx.doi.org/10.1016/j.cedpsych.2004.10.002
26. I.Molenaar, & S.Järvelä, (2014). Sequential and temporal characteristics of self and socially regulated learning. Metacognition and Learning, 9(2), 75–85. doi:10.1007/s11409-014-9114-2
27. F.Paas, A.Renkl, & J.Sweller, (2004). Cognitive load theory:Instructional implications of the interaction between information structures and cognitive architecture. Instructional Science, 32(1–2), 1–8. doi:10.1023/B:TRUC.0000021806.17516.d0
28. E.Panadero, & J.Alonso-Tapia, (2014). How do students self-regulate? Review of Zimmerman's cyclical model of self-regulated learning. Anales De Psicologia, 30(2), 450–462. http://dx.doi.org/10.6018/analesps.30.2.167221
29. E.Panadero, J.Alonso-Tapia, & J.A.Huertas, (2012). Rubrics and self-assessment scripts effects on self-regulation, learning and self-efficacy in secondary education. Learning and Individual Differences, 22(6), 806–813. doi:10.1016/j.lindif.2012.04.007
30. E.Panadero, & S.Järvelä, (2015). Reviewing findings on socially shared regulation of learning. European Psychologist. doi:10.1027/1016-9040/a000226
31. E.Panadero, P.Kirschner, S.Järvelä, J.Malmberg, & H.Järvenoja, (2015). How individual self-regulation affects group regulation and performance:A shared regulation intervention. Small Group Research. doi:10.1177/1046496415591219
32. N.E.Perry, & A.Rahim, (2011). Studying self-regulated learning in classrooms. In B.J.Zimmerman & D.H.Schunk (Eds.), Handbook of self-regulation of learning and performance (pp. 122–136). New York:Routledge.
33. P.R.Pintrich, (2000). The role of goal orientation in self-regulated learning. In M.Boekaerts, P.R.Pintrich, & M.Zeidner (Eds.), Handbook of self-regulation (pp. 452–502). San Diego, CA:Academic Press.
34. P.R.Pintrich, D.A.F.Smith, T.Garcia, & W.J.Mckeachie, (1993). Reliability and predictive validity of the motivated strategies for learning questionnaire (MSLQ). Educational and Psychological Measurement, 53(3), 801–813. doi:10.1177/0013164493053003024
35. P.R.Pintrich, C.A.Wolters, & G.P.Baxter, (2000). Assessing metacognition and self-regulated learning. In G.Schraw & J.Impara (Eds.), Issues in the measurement of metacognition (pp. 43–97). Lincoln, NE:Buros Institute of Mental Measurements, University of Nebraska.
36. M.S.Samuelstuen, & I.Bråten, (2007). Examining the validity of self-reports on scales measuring students’ strategic processing. British Journal of Educational Psychology, 77(2), 351–378. doi:10.1348/000709906×106147
37. E.S.Shapiro, (1984). Self-monitoring procedures. In T.H.Ollendick & M.Hersen (Eds.), Child behvioral assessment:Principles and procedures (pp. 148–165). New York:Pergamon Press.
38. G.Schellings, & B.Van Hout-Wolters, (2011). Measuring strategy use with self-report instruments:Theoretical and empirical considerations. Metacognition and Learning, 6(2), 83–90. doi:10.1007/s11409-011-9081-9
39. M.Schmidt, F.Perels, & B.Schmitz, (2010). How to perform idiographic and a combination of idiographic and nomothetic approaches. Zeitschrift für Psychologie / Journal of Psychology, 218(3), 166–174. doi:10.1027/0044-3409/a000026
40. B.Schmitz, (2006). Advantages of studying processes in educational research. Learning and Instruction, 16(5), 433–449. doi:10.1016/j.learninstruc.2006.09.004
41. B.Schmitz, J.Klug, & S.Hertel, (2012). Collecting and analyzing longitudinal diary data. In B.Laursen, T.D.Little, & L.A.Card (Eds.), Handbook of developmental research methods (pp. 181–195). New York:Guilford Press.
42. B.Schmitz, J.Klug, & M.Schmidt, (2011). Assessing self-regulated learning using diary measures with university students. In B.J.Zimmerman & D.H.Schunk (Eds.), Handbook of self-regulation of learning and performance (pp. 251–266). New York:Routledge.
43. B.Schmitz, & F.Perels, (2011). Self-monitoring of self-regulation during math homework behaviour using standardized diaries. Metacognition and Learning, 6(3), 255–273. doi:10.1007/s11409-011-9076-6
44. B.Schmitz, & B.S.Wiese, (2006). New perspectives for the evaluation of training sessions in self-regulated learning:Time-series analyses of diary data. Contemporary Educational Psychology, 31(1), 64–96. doi:10.1016/j.cedpsych.2005.02.002
45. W.R.Shadish, T.D.Cook, & D.T.Campbell, (2002). Experimental and quasi-experimental designs for generalized causual inference. New York:Houghton Mifflin Company.
46. T.Sitzmann, & K.Ely, (2011). A meta-analysis of self-regulated learning in work-related training and educational attainment:What we know and where we need to go. Psychological Bulletin, 137(3), 421–442. doi:10.1037/a0022777
47. J.Sweller, (1994). Cognitive load theory, learning difficulty, and instructional design. Learning and Instruction, 4(4), 295–312. http://dx.doi.org/10.1016/0959-4752(94)90003-5
48. M.Veenman, (2011). Alternative assessment of strategy use with self-report instruments:A discussion. Metacognition and Learning, 6(2), 205–211. doi:10.1007/s11409-011-9080-x
49. J.Webber, B.Scheuermann, C.McCall, & M.Coleman, (1993). Research on self-monitoring as a behavior management technique in special education classrooms:A descriptive review. Remedial and Special Education, 14(2), 38–56. doi:10.1177/074193259301400206
50. C.E.Weinstein, A.C.Schulte, & D.R.Palmer, (1987). Learning and study strategies inventory. Clearwater, FL:H & H Publishing.
51. P.Winne, & A.F.Hadwin, (2013). nStudy:Tracing and supporting self-regulated learning in the internet. In R.Azevedo & V.Aleven (Eds.), International handbook of metacognition and learning technologies (pp. 293–308). New York, NY:Springer.
52. P.H.Winne, (2010). Improving measurements of self-regulated learning. Educational Psychologist, 45(4), 267–276. doi:10.1080/00461520.2010.517150
53. P.H.Winne, & A.F.Hadwin, (1998). Studying as self-regulated engagement in learning. In D.Hacker, J.Dunlosky, & A.Graesser (Eds.), Metacognition in educational theory and practice (pp. 277–304). Hillsdale, NJ:Erlbaum.
54. P.H.Winne, & D.Jamieson-Noel, (2002). Exploring students’ calibration of self reports about study tactics and achievement. Contemporary Educational Psychology, 27(4), 551–572. doi:10.1016/s0361-476x(02)00006-1
55. P.H.Winne, & N.E.Perry, (2000). Measuring self-regulated learning. In M.Boekaerts, P.R.Pintrich & M.Zeidner (Eds.), Handbook of self-regulation (pp. 531–566). Orlando, FL:Academic Press.
56. B.J.Zimmerman, (2000). Attaining self-regulation:A social cognitive perspective. In M.Boekaerts, P.R.Pintrich & M.Zeidner (Eds.), Handbook of self-regulation (pp. 13–40). San Diego, CA:Academic Press.
57. B.J.Zimmerman, (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 (2nd ed., pp. 1–37). New York:Lawrence Erlbaum Associates.
58. B.J.Zimmerman, (2002). Becoming a self-regulated learner:An overview. Theory Into Practice, 41(2), 64–70.
59. B.J.Zimmerman, (2008). Investigating self-regulation and motivation:Historical background, methodological developments, and future prospects. American Educational Research Journal, 45(1), 166–183. doi:10.3102/0002831207312909
60. B.J.Zimmerman, & A.Kitsantas, (2005). The hidden dimension of personal competence:Self-Regulated learning and practice. In A.J.Elliot & C.S.Dweck (Eds.), Handbook of competence and motivation (pp. 509–526). New York:Guilford Press.
61. B.J.Zimmerman, & M.Martinez-Pons, (1986). Development of a structured interview for assessing student use of self-regulated learning-strategies. American Educational Research Journal, 23(4), 614–628.
62. B.J.Zimmerman, & A.R.Moylan, (2009). Self-regulation:Where metacognition and motivation intersect. In D.J.Hacker, J.Dunlosky, & A.C.Graesser (Eds.), Handbook of metacognition in education (pp. 299–315). New York:Routledge.