Profiling upper primary school students' self-regulated learning through self-report questionnaires and think-aloud protocol analysis

Abstract

This study explores the occurrence of different self-regulated learning (SRL) profiles in upper primary school children by means of a general self-report questionnaire and think-aloud protocol analysis. Further, it investigates the relation of students' SRL profile with their general achievement level and gender on the one hand and with their test performance on the other hand. Cluster analysis on the self-report questionnaire shows the presence of four profiles (i.e., active learners with high quantity motivation, active learners with high quality motivation, passive learners with low quantity motivation, passive learners with low quality motivation). Cluster analysis on the think-aloud protocols, however, only distinguished two profiles (i.e., low and high SRL learners). Taking into account the latter clusters, a positive relation was found between the more preferable SRL profile (i.e., high SRL learners) and students' performance on a cued recall test.