Abstract
Although self-regulated learning (SRL) is becoming increasingly important in modern educational contexts, disagreements exist regarding its measurement. One particularly important issue is whether self-reports represent valid ways to measure this process. Several researchers have advocated the use of behavioral indicators of SRL instead. An outstanding research debate concerns the extent to which it is possible to compare behavioral measures of SRL to traditional ways of measuring SRL using self-report questionnaire data, and which of these methods provides the most valid and reliable indicator of SRL. The current review investigates this question. It was found that granularity is an important concept in the comparison of SRL measurements, influencing the degree to which students can accurately report on their use of SRL strategies. The results show that self-report questionnaires may give a relatively accurate insight into students’ global level of self-regulation, giving them their own value in educational research and remediation. In contrast, when students are asked to report on specific SRL strategies, behavioral measures give a more accurate account. First and foremost, researchers and practitioners must have a clear idea about their research question or problem statement, before choosing or combining either form of measurement.
Highlights
Self-regulated learning (SRL) is becoming increasingly important in modern educational contexts, disagreements exist regarding its measurement
We will describe some important considerations in the measurement of self-regulated learning (SRL), after which we will describe the common methods used for measurement
The theoretical background outlined above led us to formulate the following two research questions: 1) How do offline self-report questionnaires compare to online forms of measurement in terms of calibration of students’ self-report of strategy use, versus their actual strategy use? 2) Does the degree of calibration vary as a function of the granularity at which SRL is measured? SRL is important for students at all educational levels, this review focuses on studies conducted with students in higher education
Summary
Self-regulated learning (SRL) is becoming increasingly important in modern educational contexts, disagreements exist regarding its measurement. In order for students to develop effective SRL strategies and to be appropriately supported in this development, researchers and educators need accurate, reliable measures for this construct. In this way, researchers and educators can come to an accurate account of students’ self-regulation and students’ points for improvement. As Veenman (2005) pointed out, convergence between self-report statements and concurrent behavior tends to be low, many new approaches have emerged since this publication that warrant closer investigation This narrative review will discuss the progress that has been made in this area and extend the question to the comparison of self-report questionnaires to several online measures of SRL. Another SRL model was developed by Winne and Hadwin (1998) and focuses on the specific cognitive processes that occur during learning, such as memory processes and operations (Greene and Azevedo 2007)
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