@inproceedings{3125784,
  abstract     = {{Although recent research reveals that primary school children are capable of acquiring self-regulatory skills, research on this age group’s SRL remains limited. This empirical shortage is related to the need for valid measures of SRL for primary school. Although research strongly supports the importance of SRL, many learners, especially at-risk students, encounter difficulties regulating their learning process. Additionally, SRL becomes increasingly important in transition periods in which students switch from a more closely monitored environment (e.g. primary education) to a setting in which they have to regulate their learning more by themselves (e.g. secondary education). In this respect, this study focuses on SRL of 5th and 6th graders at-risk due to their socio-economic and/or non-native background. In order to foster SRL in this target group, it is however important to gain more insight into the self-regulatory processes these children engage in. The goal of this study is twofold: (1) developing a think-aloud protocol (TAP) to assess late primary school children’s SRL , and (2) exploring the growth of at-risk 5th and 6th graders’ SRL during a school year. A repeated measure design was used (3 measurement occasions during 1 school year). 9 at-risk 5th and 9 6th graders from 5 Flemish (Belgium) primary schools participated. During thinking-aloud, the participants were asked to individually solve a Sudoku and to study an informative text. The thinking-aloud sessions were videotaped, transcribed, and coded according 14 classes of SRL strategies. Descriptive analyses at the first measurement occasion show that SRL strategies are performed on a rather basic and superficial level. The children displayed a rather one-sided use of SRL, dominated by cognitive strategies (e.g. problem solving and rehearsal strategies). No significant upward trends could be observed across measurement occasions. In contrast , the occurrence of certain SRL strategies decrease throughout the school year. This study shows that TAP is a valuable method to reveal the micro-level processes late primary school students display during learning. Compared to cognitive and metacognitive aspects, motivational aspects of SRL seem more difficult to capture by means of TAP. Further, the descriptive findings confirm that at-risk children encounter difficulties to regulate their learning purposefully and profoundly. Moreover, the results confirm that SRL does not develop spontaneously and that explicit instruction and promotion is wanted to enhance the development of SRL.}},
  author       = {{Vandevelde, Sabrina and Van Keer, Hilde}},
  booktitle    = {{5th Biennial Meeting of the EARLI Special Interest Group 16 Metacognition, Abstracts}},
  keywords     = {{self-regulated learning,think aloud protocol analysis,primary education}},
  language     = {{eng}},
  location     = {{Milano, Italy}},
  title        = {{Self-regulated learning in late primary school: what can we learn from think aloud protocol analysis?}},
  year         = {{2012}},
}