Children's Self-regulated Learning Research Articles

Research on metacognitive strategies of children's self-regulated learning.

Learning involves numerous self-regulatory processes, and self-regulated learning includes a few metacognitive strategies. Metacognitive skills start to develop at a very young age, though preschool children face some challenges while using metacognitive strategies. The study primarily aims to explore how young students are using metacognitive strategies in their daily activities and how effective they are. The sample of the study is 15 students from a public kindergarten in China, with ages ranging from 3 years to 6 years. The investigation is qualitative in nature and has employed a case study research design. It involves an observational study along with an interview with the teachers. From observational data and content analysis of the interviews, it is revealed that young children do use metacognitive strategies in their regular class activities, which vary according to their age. Teachers' support is found to be essential, especially for this age group of children, for effective use of these strategies. Moreover, it is also seen that metacognitive strategies are also important in developing social skills among young children. Consequently, the findings of this research have significant implications, especially for the teachers and parents who support the children and use metacognitive interventions for their holistic development.

Development and validation of a self‐regulated learning teaching scale for preschool teachers

AbstractThe present study developed and validated a self‐regulated learning (SRL) teaching scale with a total sample of 966 preschool teachers. A pool of items was generated from literature reviews, teacher interviews, and expert reviews using Zimmerman's cyclical model of SRL. An exploratory factor analysis (N = 333) in study 1, and a confirmatory factor analysis (N = 334), discriminant, and convergent validity (N = 667) in study 2 were performed to support a six‐factor construct, including task analysis, self‐motivation beliefs, self‐control, self‐observation, self‐judgement, and self‐reaction, with a satisfactory fit. In study 3, the T‐SRL was found significantly correlated with teacher self‐efficacy, validating the scale's concurrent validity with another sample of 299 teachers. Overall, the findings collectively support the further development of the T‐SRL to assess teaching practice while emphasizing the need for more empirical research on promoting children's SRL.

Clustering children's learning behaviour to identify self-regulated learning support needs

When children are learning using adaptive learning technologies (ALTs), the technology builds a learner model, which creates temporal trajectories providing insight into how children's knowledge develops. Based on this learner model, ALTs adjust the difficulty of problems for each child, yet children still need to regulate their practice behaviour and uphold effort and accuracy. The temporal trajectories are consequently likely to, besides showing children's knowledge development, be indicative of children's regulation. Therefore, we explore clusters of these trajectories to further identify failure in children's self-regulated learning (SRL) and potential support needs. We propose a data-driven approach to cluster 354 trajectories of 134 5th graders learning three skills with different complexity. The resulting 9 clusters were interpreted using practice accuracy and effort as indicators of regulation of practice behaviour and prior and post-knowledge and learning gain as indicators of knowledge development. The differences between clusters regarding these indicators signal there are different levels of SRL failure and, consequently, different SRL support needs: high accuracy and knowledge development indicate minimal support needs, whereas clusters with low accuracy, showing no knowledge development, indicate extensive SRL support needs. In conclusion: clusters of temporal patterns in children's learning data can identify SRL support is needed.

Home-schooling Learning Model in Order to Achieve Success- What's Different with Learning from Home? (Case Study on Students in The Pewaris Bangsa Home-schooling Community, Bandung)

During the pandemic when people are pessimistic about learning to be done from home, the term home-schooling is in the spotlight. Many families actually choose home-schooling long before this condition occurs because they believe this learning model can bring success to their children. Is home-schooling the same as “learning from home”? Why homeschool students can succeed? By conducting case studies in the Pewaris Bangsa Home-schooling Community, through various series of interviews and observations of students, parents as well as community managers and collecting documentation, this research was conducted. The learning model of home-schooling students in the Pewaris Bangsa Home-schooling Community is different from learning from home carried out by formal schools during the pandemic as parents are entrusted with managing their children's learning, self-regulated learning and self-directed learning are more likely to occur than school students and the learning model that is carried out leads to the needs of students, not just teachers or school programs.  The success of students occurs because they have more motivation and the ability to self-regulate which is fostered by the role of parents and the environment.

The beliefs of preschool teachers on self-regulated learning in the preschool

This paper presents a qualitative research which implements the Delphi method on a sample size of 25 preschool teachers and their assistants in Slovenian preschools regarding their beliefs on self-regulated learning in the preschool. The goal was to determine how preschool teachers and their assistants define their own self-regulated learning, which factors they recognize as important in the children's self-regulated learning in the preschool and how they assess the role of the preschool teacher in the process of enhancing self-regulated learning of children in the preschool. The research was conducted in two rounds using two questionnaires. The first round of research was done using an open ended questionnaire, the answers were coded and the relevant concepts were categorized. On the basis of the result analysis from the first round of the research the questionnaire for the second round was made, which enabled the analysis and comparison of the data from both rounds of research. From the analysis of the gathered data, most preschool teachers (72%) believe that for the development of self-regulated learning it is important for the children to learn by watching others and through real-life examples. Slightly more than half of the preschool teachers (52%) say that it is independent participation of the child, (48%) believe that incentive is important, and (36%) believe that guidance is key. Others (28%) mention observation and dialogue as an important approach for the development of self-regulated learning, (12%) believe that it is persistence. Challenges and attention from the preschool teacher were noted by (8%) of the preschool teachers while (4%) believe that the adequate environment and interesting topics were an important approach.

In Elementary School Science Classes, Does Multiple Goal Setting from a “knowledge-process” Promote Children's Self-Regulated Learning?

In Elementary School Science Classes, Does Multiple Goal Setting from a “knowledge-process” Promote Children's Self-Regulated Learning?

Temporal variation in children's self-regulated hypermedia learning

This study investigated the macro-level temporal variation in navigation activities, as well as in cognitive and metacognitive activities. The extent to which this temporal variation differed for successful and less successful learners was also considered. We also assessed the extent to which navigation activities could be related to the use of cognitive and metacognitive activities, as measured by think-aloud protocols. For this purpose, 62 5th grade children participated in a 45-min hypermedia assignment on the subject of the heart. It was found that both navigation activities and cognitive and metacognitive activities showed temporal variation. Although no temporal variation was found for less successful learners, more successful learners were more likely to exhibit metacognitive activities at the start, and less likely at the end, of the assignment. Moreover, both more and less successful learners applied cognitive and metacognitive activities differently within the hypermedia environment. These results show how multimodal measurement cumulatively supports our understanding of self-regulated learning of children in hypermedia environments.

Linking parental scaffolding with self-regulated learning in Chinese kindergarten children

The current study aimed to examine the relationships between dimensions of parental scaffolding and children's self-regulated learning (SRL). One hundred and thirty Chinese kindergarten children participated in a range of problem-solving tasks with their parents and independently. Parent-child interactions and child-alone behaviours were video-recorded for an in-depth observational analysis. Parental cognitive support, emotional support, and contingency were coded in parent-child interactions. Children's cognitive, metacognitive, and motivational strategic behaviours and task performance were coded and assessed within the context of child-alone tasks. Results showed that contingency was particularly important for children's SRL. Parental contingency was the only independent predictor of children's SRL among the three aspects of parental scaffolding and mediated the effect of parent education levels on children's SRL.

An investigation of the stability and variability in young children's self-regulated learning behaviors in kindergarten

ABSTRACTThe authors examined the relative stability and variability of self-regulated learning (SRL) in kindergartners across various contexts (teacher-directed activities, small-group work, and independent work). They assessed the role of temperament and context on children's use of SRL while seeking to identify if there are optimal contexts for promoting SRL in particular children. The results revealed that although temperament was not related to SRL, children's regulation strategy usage was heavily dependent on context, contradicting the idea that children are either high or low self-regulators. The relative stability of SRL varied by child, with some children showing more sensitivity to context than did others. Optimal contexts for eliciting SRL also differed by children, with some children exhibiting elevated regulation during small-group activities and others during teacher-directed activities.

초등학교 저학년 아동의 성별과 생활시간이 자기조절학습능력에 미치는 영향

The purpose of this study was to investigate whether elementary children's time-use and self-regulated learning ability was different according to gender and whether children's gender and time-use effects self-regulated learning ability. Participants were 2,122 children who participated in KCYPS longitudinal study from their first grade to third grade. Time-use was reported by children's parents. Children's self-regulated learning is invented by Yang(2000). Components of self-regulated learning scale was achievement value, mastery goal orientation, action control, academic time management. The major findings were as follows. First, children's self-regulated learning was different according to chidren's gender. Girls' achievement value, mastery goal orientation, academic time management scores were higher than the boys'. Second, children's daily time was different according to their gender. Third, children's daily time-use affected their self-regulated leaning, however children's gender didn't.

부모의 방임과 아동의 학업성취의 관계 : 자기조절학습능력과 공동체의식의 매개효과

The purpose of this study was to verify the mediating effects on self-regulated learning ability and sense of community in the relationship between parents' neglect and children's academic achievement. The subjects used in this study were 2,218 6th grade elementary school students from the third wave sample of the 2012 Korean Children and Youth Panel Survey (KCYPS). For data analysis, the three-step mediated regression analysis by Baron and Kenny (1986) was performed and the Sobel test was carried out in order to verify the effectiveness of mediation effects. The main results of the present study were as follows. First, the self-regulated learning ability and sub-component factors of achievement value, mastery goal orientation, behavioral control, academic time-management revealed to have a partial mediation effect in the relationship between parents' neglect and children's academic achievement. Second, the sense of community also showed to have a partial mediation effect on the relationship between parents' neglect and children's academic achievement. The findings of this study provide a viewpoint to deeply observe the problem of parents' neglect in connection with children's self-regulated learning ability and sense of community, and can be used as practical data to develop various programs for the benefit of improving children's academic achievement.

Using think-aloud protocol analysis to gain in-depth insights into upper primary school children's self-regulated learning

Recently, research considering SRL among primary school students has increased since it has been acknowledged that even young students can regulate their learning. However, in-depth and longitudinal information regarding upper primary school children's SRL is still lacking, especially of students at risk of school failure. Through a longitudinal multiple case study eight at-risk students were followed during two successive school years by using think-aloud protocols (six measurement occasions). The results confirm that at-risk upper primary students do engage in SRL, however on a rather superficial level. Moreover, their strategy use remained rather stable over time. Furthermore, differential results in the Sudoku and text studying task confirm that SRL can vary across tasks and domains. Regarding the assessment of SRL, the current study illustrates that think-aloud protocols are valuable tools to provide in-depth information, while also indicating the need for a multi-method design, especially in order to grasp motivational aspects of SRL.

부모의 바람직하지 않은 양육행동과 아동의 친구관계 및 자기조절학습능력이 아동의 자아존중감에 미치는 영향

부모의 바람직하지 않은 양육행동과 아동의 친구관계 및 자기조절학습능력이 아동의 자아존중감에 미치는 영향

Why does parents' involvement enhance children's achievement? The role of parent-oriented motivation.

This research examined the idea that children's parent-oriented motivation underlies the benefits of parents' involvement on children's engagement and ultimately achievement in school. Beginning in the fall of 7th grade, 825 American and Chinese children (mean age 12.73 years) reported on their parents' involvement in their learning as well as multiple dimensions of their motivation in school every 6 months until the end of 8th grade. Information on children's self-regulated learning strategies and grades was also obtained. Over time, the more involved parents were in children's learning, the more motivated children were to do well in school for parent-oriented reasons, which contributed to children's enhanced self-regulated learning and thereby grades. Although children's parent-oriented motivation was associ- ated with their controlled and autonomous motivation in school, it uniquely explained the positive effect of parents' involvement on children's grades. There is much evidence to support the idea that parents' in- volvement in children's learning (e.g., discussing children's schoolwork with them and attending parent-teacher conferences) facilitates children's learning and ultimately their achievement (for recent reviews, see Grolnick, Friendly, & Bellas, 2009; Pomerantz & Moorman, 2010). Compared with the support children receive from teachers and peers, the role parents play in children's learning is often considered not only unique but also essential (e.g., Furrer & Skinner, 2003; Grolnick & Ryan, 1992). Given the importance of parents' involvement in children's learning, a major question is that of what underlies its beneficial effect on children's achieve- ment. In response to this question, multiple mechanisms have been proposed (for a review, see Pomerantz, Kim, & Cheung, 2012). Key is that parents' involvement enhances children's achievement through its influence on their motivation (Grolnick, Ryan, & Deci, 1991; Grolnick & Slowiaczeck, 1994). In this vein, children's autonomous motivation and feelings of agency have been found to underlie the effect of parents' involvement on their achievement (e.g., Grolnick et al., 1991; Grolnick & Slowiaczeck, 1994; Hong & Ho, 2005). The current work was guided by the perspective that parents' involvement contributes to children's achievement via their moti- vation. However, it represents a departure from prior work in its focus on the role of motivation that may be experienced by children largely as controlled. Specifically, children's parent- oriented motivation was examined as a mechanism through which parents' involvement facilitates children's achievement during the early adolescent years. The goal was to evaluate the model illus- trated in Figure 1. It was postulated that when parents are involved in children's learning, children become motivated in school for parent-oriented reasons (e.g., to show parents they are responsible and gain parents' approval); such motivation heightens children's engagement, thereby enhancing their achievement. The model was tested in the United States and China to identify its validity in cultures in which the nature of parents' involvement in children's learning differs (e.g., Chao, 1994, 1996; Cheung & Pomerantz, 2011).

A Multidimensional Analysis of Parent–Child Interactions During Academic Tasks and Their Relationships With Children's Self-Regulated Learning

This study explored the extent to which parents were able to scaffold their children's Self-Regulated Learning (SRL) in the context of authentic academic tasks and attempted to identify specific dimensions within the parent–child interaction (socioemotional and instructional) that were related to children's SRL. Fifteen Chilean parents and their underachieving primary-aged children participated in set of six SRL-enhancing activities in the areas of reading comprehension and mathematical problem solving. Individual assessments of children's SRL in the same curriculum areas were carried out before and after these activities. The assessment outcomes revealed that, although at the group level children showed positive changes in some aspects of SRL (metacognitive knowledge and regulation of cognition), individual variation was also noticeable within the group. Children's evidence of SRL during the parent–child activities was related to both social and instructional dimensions of the interaction. SRL posttest outcomes, however, showed stronger associations with instructional behaviors.

Children's self‐regulated learning profile in language and mathematics: The role of task value beliefs

AbstractThis study explored the self‐regulated learning (SRL) profile of upper elementary (fifth and sixth grade) school children who were differentiated in their task value beliefs (low and high) in language and mathematics. Students' SRL profile involved their teachers' ratings of achievement outcomes and SRL behaviors. The subscale of task value beliefs from the Motivational Self‐Regulated Learning Questionnaire (MSLQ) was administered to the children, and their teachers completed a battery of scales and measurements concerning students' achievement and SRL behaviors. The results confirm previous evidence indicating that SRL involves high levels of motivation, metacognition, and strategic action. Furthermore, the results support the domain‐specific character of task value beliefs. Differences in teachers' evaluations about the achievement outcomes and SRL behaviors regarding the two groups of students (low and high in task value beliefs) were found significant mostly in the domain of mathematics. Students with high value beliefs in mathematics were described as more cognitively, metacognitively, and motivationally competent learners as compared to students with lower value beliefs. The results suggest that future intervention studies should focus on strengthening task value beliefs in “threatening” school subjects, such as mathematics, from the elementary school years. © 2010 Wiley Periodicals, Inc.

Chinese Parenting Styles and Children's Self-Regulated Learning

Self-regulated learning is an important aspect of student learning and academic achievement. Certain parenting styles help children develop self-regulated learning and encourage them to exert control over their own learning. The purpose of this study was to examine the relationship between Chinese parenting style and children's involvement in self-regulated learning. Self-report measures of parenting style and children's self-regulated learning were administrated to a sample of 177 grade 4 students and their parents. Pearson product-moment correlation and regression analysis revealed that authoritative parenting style was significantly and positively related to students' self-regulated learning, whereas authoritarian parenting style was significantly and negatively related to students' self-regulated learning. The results of this study also indicate that a permissive parenting style may display a slight, but not significant, negative impact upon students' self-regulated learning; and a training parenting style may display a slight, but not significant, positive impact upon students' self-regulated learning.

Investigating Teacher-Student Interactions That Foster Self-Regulated Learning

This article describes the use of qualitative methods to study young children's engagement in self-regulated learning. In particular, it describes how fine-grained analyses of running records have enabled us to characterize what teachers say and do to foster young children's metacognitive, intrinsically motivated, and strategic behavior during reading and writing activities in their classrooms. This article argues that in-class observations followed by semistructured, retrospective interviews ameliorate many of the difficulties researchers have experienced in past studies of young children's motivation and self-regulation. The observations and interviews provide evidence of children in kindergarten through Grade 3 engaging in self-regulatory behaviors, such as planning, monitoring, problem-solving, and evaluating, during complex reading and writing tasks. Also, they reveal variance in young children's motivational profiles that is more consistent with older students than has heretofore been assumed. Moreover, the in situ investigations of young children's self-regulated learning offer important insights into the nature and degree of support young children require to be successfully self-regulating.

Investigating Teacher-Student Interactions That Foster Self-Regulated Learning

This article describes the use of qualitative methods to study young children's engagement in self-regulated learning. In particular, it describes how fine-grained analyses of running records have enabled us to characterize what teachers say and do to foster young children's metacognitive, intrinsically motivated, and strategic behavior during reading and writing activities in their classrooms. This article argues that in-class observations followed by semistructured, retrospective interviews ameliorate many of the difficulties researchers have experienced in past studies of young children's motivation and self-regulation. The observations and interviews provide evidence of children in kindergarten through Grade 3 engaging in self-regulatory behaviors, such as planning, monitoring, problem-solving, and evaluating, during complex reading and writing tasks. Also, they reveal variance in young children's motivational profiles that is more consistent with older students than has heretofore been assumed. Moreover, the in situ investigations of young children's self-regulated learning offer important insights into the nature and degree of support young children require to be successfully self-regulating.

Young children's self-regulated learning and contexts that support it.

Writing and portfolio activities provided a context for examining relations between classroom contexts and young children's self-regulated learning (SRL). Data collection spanned 6 months and included weekly visits to Grade 2 and 3 classrooms during regularly scheduled writing and portfolio activities. Data included teacher questionnaires and observations and student questionnaires, observations, and interviews. Young children deliberated about how to regulate writing and demonstrated either mastery or performance orientations as a function of classroom-specific tasks, authority structures, and evaluation practices. Findings support sociocognitive models of learning regarding how classroom contexts affect students' beliefs, values, expectations, and actions. Also they challenge assumptions that young children lack the cognitive sophistication required for SRL and do not adopt motivational orientations that undermine it.