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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
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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.
Keywords
intervention, students with low socio-economic and/or immigrant background, self-regulated learning, student tutoring, primary education

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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.
@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},
}

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