Abstract
We sought to determine the construct and predictive validity of a microanalytic approach to capture the subprocesses within the three phases of self-regulated learning (SRL). Subprocesses included students' use of strategic planning, metacognition, task strategies, and self-evaluative standards. Fifty-one high school juniors were assessed as they read, studied, and were tested on a science passage. The results of the microanalytic measures were compared with the previously validated RSSRL Scale. Hierarchical regression revealed that microanalytic measures shared significant variance with the RSSRL. In addition to this construct validity, the former measures displayed greater predictive validity of science learning. Regression revealed a linear increase in SRL among students from different achievement levels. Case studies of a student at each level demonstrated how the microanalysis can provide finely detailed information about SRL. The results suggest that phase-linked microanalytic measures of SRL have potential diagnostic value for guiding instructional interventions in science.
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