The challenge of promoting at-risk primary school children's self-regulated learning
- Author
- Sabrina Vandevelde (UGent) and Hilde Van Keer (UGent)
- Organization
- Abstract
- Providing an equitable distribution of educational opportunities has become an important challenge for many educational systems. In this respect, the present study explores the effects of student tutoring as an approach to provide instructional support regarding self-regulated learning (SRL) to at-risk fifth and sixth graders. 219 Flemish (Belgium) fifth and 185 sixth-grade students at-risk due to their socio-economic and/or non-native background participated in the study. 106 pupils in the experimental condition (tutees) received guidance of university student tutors during 10 successive weeks. A quasi-experimental study with a pretest, posttest, and retention test control group design was used combining teacher ratings, student self-report questionnaires, and think-aloud protocol analysis. The results of the teacher ratings show a significantly positive effect from pretest to posttest. The results of the questionnaire and think-aloud protocols reveal no significant positive effects on pupils’ self-regulatory strategy use. However, positive trends from pretest to posttest are observed regarding several key components of SRL (e.g., task analysis, planning, learning strategies) for the experimental group. Further, the results illustrate the complexity of promoting SRL in at-risk primary school children, recommending a longer and more intensive intervention followed by continuous support of teachers.
- Keywords
- primary education, intervention, at-risk students, self-regulated learning
Citation
Please use this url to cite or link to this publication: http://hdl.handle.net/1854/LU-4146167
- MLA
- Vandevelde, Sabrina, and Hilde Van Keer. “The Challenge of Promoting At-Risk Primary School Children’s Self-Regulated Learning.” 15th Biennial EARLI Conference for Research on Learning and Instruction, Abstracts, 2013.
- APA
- Vandevelde, S., & Van Keer, H. (2013). The challenge of promoting at-risk primary school children’s self-regulated learning. 15th Biennial EARLI Conference for Research on Learning and Instruction, Abstracts. Presented at the 15th biennial EARLI conference for research on learning and instruction (EARLI - 2013), Munich, Germany.
- Chicago author-date
- Vandevelde, Sabrina, and Hilde Van Keer. 2013. “The Challenge of Promoting At-Risk Primary School Children’s Self-Regulated Learning.” In 15th Biennial EARLI Conference for Research on Learning and Instruction, Abstracts.
- Chicago author-date (all authors)
- Vandevelde, Sabrina, and Hilde Van Keer. 2013. “The Challenge of Promoting At-Risk Primary School Children’s Self-Regulated Learning.” In 15th Biennial EARLI Conference for Research on Learning and Instruction, Abstracts.
- Vancouver
- 1.Vandevelde S, Van Keer H. The challenge of promoting at-risk primary school children’s self-regulated learning. In: 15th biennial EARLI conference for research on learning and instruction, Abstracts. 2013.
- IEEE
- [1]S. Vandevelde and H. Van Keer, “The challenge of promoting at-risk primary school children’s self-regulated learning,” in 15th biennial EARLI conference for research on learning and instruction, Abstracts, Munich, Germany, 2013.
@inproceedings{4146167,
abstract = {{Providing an equitable distribution of educational opportunities has become an important challenge for many educational systems. In this respect, the present study explores the effects of student tutoring as an approach to provide instructional support regarding self-regulated learning (SRL) to at-risk fifth and sixth graders. 219 Flemish (Belgium) fifth and 185 sixth-grade students at-risk due to their socio-economic and/or non-native background participated in the study. 106 pupils in the experimental condition (tutees) received guidance of university student tutors during 10 successive weeks. A quasi-experimental study with a pretest, posttest, and retention test control group design was used combining teacher ratings, student self-report questionnaires, and think-aloud protocol analysis. The results of the teacher ratings show a significantly positive effect from pretest to posttest. The results of the questionnaire and think-aloud protocols reveal no significant positive effects on pupils’ self-regulatory strategy use. However, positive trends from pretest to posttest are observed regarding several key components of SRL (e.g., task analysis, planning, learning strategies) for the experimental group. Further, the results illustrate the complexity of promoting SRL in at-risk primary school children, recommending a longer and more intensive intervention followed by continuous support of teachers.}},
author = {{Vandevelde, Sabrina and Van Keer, Hilde}},
booktitle = {{15th biennial EARLI conference for research on learning and instruction, Abstracts}},
keywords = {{primary education,intervention,at-risk students,self-regulated learning}},
language = {{eng}},
location = {{Munich, Germany}},
title = {{The challenge of promoting at-risk primary school children's self-regulated learning}},
year = {{2013}},
}