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The challenge of promoting self-regulated learning among primary school children with a low socio-economic and immigrant background

Sabrina Vandevelde UGent, Hilde Van Keer UGent and Emmelien Merchie UGent (2017) JOURNAL OF EDUCATIONAL RESEARCH. 110(2). p.113-139
abstract
This study explores the effects of student tutoring as an approach to provide support on self-regulated learning (SRL) to fifth and sixth graders with a low socio-economic and/or immigrant background. In total, 401 Flemish (Belgium) students participated. A quasi-experimental study with pre-test, post-test, and retention test control group design was used, combining teacher ratings, self-report questionnaires, and think-aloud protocols. The teacher rating results show a significantly positive effect from pre-test to post-test for the experimental condition, but this was not maintained at the retention test. The questionnaire and think-aloud results reveal no significant effects on students’ SRL. However, differential effects depending on students’ motivational profile were found. This study illustrates the complexity of promoting SRL among primary school children with a low socio-economic and/or immigrant background, recommending further research into conditions and factors influencing the effectiveness of student tutoring programmes promoting SRL.
Please use this url to cite or link to this publication:
author
organization
year
type
journalArticle (original)
publication status
published
subject
keyword
intervention, students with low socio-economic and/or immigrant background, self-regulated learning, student tutoring, primary education
journal title
JOURNAL OF EDUCATIONAL RESEARCH
volume
110
issue
2
pages
113 - 139
Web of Science type
Article
Web of Science id
000394938000001
ISSN
0022-0671
DOI
10.1080/00220671.2014.999363
language
English
UGent publication?
yes
classification
A1
copyright statement
I don't know the status of the copyright for this publication
id
5819385
handle
http://hdl.handle.net/1854/LU-5819385
date created
2015-01-27 08:36:54
date last changed
2018-05-24 11:45:57
@article{5819385,
  abstract     = {This study explores the effects of student tutoring as an approach to provide support on self-regulated learning (SRL) to fifth and sixth graders with a low socio-economic and/or immigrant background. In total, 401 Flemish (Belgium) students participated. A quasi-experimental study with pre-test, post-test, and retention test control group design was used, combining teacher ratings, self-report questionnaires, and think-aloud protocols. The teacher rating results show a significantly positive effect from pre-test to post-test for the experimental condition, but this was not maintained at the retention test. The questionnaire and think-aloud results reveal no significant effects on students{\textquoteright} SRL. However, differential effects depending on students{\textquoteright} motivational profile were found. This study illustrates the complexity of promoting SRL among primary school children with a low socio-economic and/or immigrant background, recommending further research into conditions and factors influencing the effectiveness of student tutoring programmes promoting SRL.},
  author       = {Vandevelde, Sabrina and Van Keer, Hilde and Merchie, Emmelien},
  issn         = {0022-0671 },
  journal      = {JOURNAL OF EDUCATIONAL RESEARCH},
  keyword      = {intervention,students with low socio-economic and/or immigrant background,self-regulated learning,student tutoring,primary education},
  language     = {eng},
  number       = {2},
  pages        = {113--139},
  title        = {The challenge of promoting self-regulated learning among primary school children with a low socio-economic and immigrant background},
  url          = {http://dx.doi.org/10.1080/00220671.2014.999363},
  volume       = {110},
  year         = {2017},
}

Chicago
Vandevelde, Sabrina, Hilde Van Keer, and Emmelien Merchie. 2017. “The Challenge of Promoting Self-regulated Learning Among Primary School Children with a Low Socio-economic and Immigrant Background.” Journal of Educational Research 110 (2): 113–139.
APA
Vandevelde, Sabrina, Van Keer, H., & Merchie, E. (2017). The challenge of promoting self-regulated learning among primary school children with a low socio-economic and immigrant background. JOURNAL OF EDUCATIONAL RESEARCH, 110(2), 113–139.
Vancouver
1.
Vandevelde S, Van Keer H, Merchie E. The challenge of promoting self-regulated learning among primary school children with a low socio-economic and immigrant background. JOURNAL OF EDUCATIONAL RESEARCH. 2017;110(2):113–39.
MLA
Vandevelde, Sabrina, Hilde Van Keer, and Emmelien Merchie. “The Challenge of Promoting Self-regulated Learning Among Primary School Children with a Low Socio-economic and Immigrant Background.” JOURNAL OF EDUCATIONAL RESEARCH 110.2 (2017): 113–139. Print.