Advanced search
1 file | 1.23 MB Add to list

Mine the process : investigating the cyclical nature of upper primary school students’ self-regulated learning

(2020) INSTRUCTIONAL SCIENCE. 48(4). p.337-369
Author
Organization
Abstract
The present study investigates primary school students’ self-regulated learning (SRL) process by exploring the sequence in which SRL activities are conducted during learning. The aims of this study are twofold: investigating the presence of the theoretically hypothesized cyclical nature in students’ SRL process, as well as potential differences herein for high, average, and low achievers. Think-aloud data of 104 upper primary school students were analysed by means of process mining analysis. The results indicate that students commonly adopt a cyclical approach to learning by implementing preparatory, performance, and appraisal activities during learning. However, the results indicate clear differences in the quality of students’ SRL process. High achievers, compared to low and average achievers, show a more strategic and adaptive approach to learning during all phases of their learning process. They more strategically and effectively orient on and plan assignments, combine different cognitive strategies, and adopt self-evaluation to regulate their learning process.
Keywords
Education, Developmental and Educational Psychology, Self-regulated learning, Primary education, Process mining, SRL processes, Achievement, ACADEMIC-ACHIEVEMENT, COGNITIVE-PROCESSES, MOTIVATION, TEXT, PERFORMANCE, STRATEGIES, TEACHERS, METACOGNITION, PERSPECTIVE, CLASSROOM

Downloads

  • (...).pdf
    • full text (Published version)
    • |
    • UGent only
    • |
    • PDF
    • |
    • 1.23 MB

Citation

Please use this url to cite or link to this publication:

MLA
Heirweg, Sofie, et al. “Mine the Process : Investigating the Cyclical Nature of Upper Primary School Students’ Self-Regulated Learning.” INSTRUCTIONAL SCIENCE, vol. 48, no. 4, 2020, pp. 337–69, doi:10.1007/s11251-020-09519-0.
APA
Heirweg, S., De Smul, M., Merchie, E., Devos, G., & Van Keer, H. (2020). Mine the process : investigating the cyclical nature of upper primary school students’ self-regulated learning. INSTRUCTIONAL SCIENCE, 48(4), 337–369. https://doi.org/10.1007/s11251-020-09519-0
Chicago author-date
Heirweg, Sofie, Mona De Smul, Emmelien Merchie, Geert Devos, and Hilde Van Keer. 2020. “Mine the Process : Investigating the Cyclical Nature of Upper Primary School Students’ Self-Regulated Learning.” INSTRUCTIONAL SCIENCE 48 (4): 337–69. https://doi.org/10.1007/s11251-020-09519-0.
Chicago author-date (all authors)
Heirweg, Sofie, Mona De Smul, Emmelien Merchie, Geert Devos, and Hilde Van Keer. 2020. “Mine the Process : Investigating the Cyclical Nature of Upper Primary School Students’ Self-Regulated Learning.” INSTRUCTIONAL SCIENCE 48 (4): 337–369. doi:10.1007/s11251-020-09519-0.
Vancouver
1.
Heirweg S, De Smul M, Merchie E, Devos G, Van Keer H. Mine the process : investigating the cyclical nature of upper primary school students’ self-regulated learning. INSTRUCTIONAL SCIENCE. 2020;48(4):337–69.
IEEE
[1]
S. Heirweg, M. De Smul, E. Merchie, G. Devos, and H. Van Keer, “Mine the process : investigating the cyclical nature of upper primary school students’ self-regulated learning,” INSTRUCTIONAL SCIENCE, vol. 48, no. 4, pp. 337–369, 2020.
@article{8670544,
  abstract     = {{The present study investigates primary school students’ self-regulated learning (SRL) process by exploring the sequence in which SRL activities are conducted during learning. The aims of this study are twofold: investigating the presence of the theoretically hypothesized cyclical nature in students’ SRL process, as well as potential differences herein for high, average, and low achievers. Think-aloud data of 104 upper primary school students were analysed by means of process mining analysis. The results indicate that students commonly adopt a cyclical approach to learning by implementing preparatory, performance, and appraisal activities during learning. However, the results indicate clear differences in the quality of students’ SRL process. High achievers, compared to low and average achievers, show a more strategic and adaptive approach to learning during all phases of their learning process. They more strategically and effectively orient on and plan assignments, combine different cognitive strategies, and adopt self-evaluation to regulate their learning process.}},
  author       = {{Heirweg, Sofie and De Smul, Mona and Merchie, Emmelien and Devos, Geert and Van Keer, Hilde}},
  issn         = {{0020-4277}},
  journal      = {{INSTRUCTIONAL SCIENCE}},
  keywords     = {{Education,Developmental and Educational Psychology,Self-regulated learning,Primary education,Process mining,SRL processes,Achievement,ACADEMIC-ACHIEVEMENT,COGNITIVE-PROCESSES,MOTIVATION,TEXT,PERFORMANCE,STRATEGIES,TEACHERS,METACOGNITION,PERSPECTIVE,CLASSROOM}},
  language     = {{eng}},
  number       = {{4}},
  pages        = {{337--369}},
  title        = {{Mine the process : investigating the cyclical nature of upper primary school students’ self-regulated learning}},
  url          = {{http://dx.doi.org/10.1007/s11251-020-09519-0}},
  volume       = {{48}},
  year         = {{2020}},
}

Altmetric
View in Altmetric
Web of Science
Times cited: