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

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.