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Does training in how to regulate one's learning affect how students report self-regulated learning in diary tasks?
Publication . Ferreira, Paula; Veiga Simão, Ana; da Silva, Adelina Lopes
The processes and perceptions of students’ self-regulated learning are not
easily measured. Thus, research has presented and suggested numerous ways in which
these processes and perceptions of self-regulated learning can be investigated and
assessed. Accordingly, this study aims to assess whether training in how to regulate
one’s learning is related to students’ growth patterns regarding their reported selfregulated learning activity over time. This study also investigates whether this type of
training has an impact on students’ reflective ability and academic performance. To
reach these goals, we examined whether students’ use of a diary task - developed by
interviewing primary school students (n=43) and validated with exploratory (n=78)
and confirmatory (n=83) factor analysis - would capture change in students’ reported
self-regulated learning activity and reflective ability during training in how to regulate
one’s learning (students: n=100; diary task entries: n=1,000). Students’ academic
performance was assessed with an oral and vocabulary task. Results from multilevel
linear modeling revealed different growth rates of reported self-regulated learning
activity over time between students who experienced training and students who did
not. Furthermore, pre and posttest results revealed that the students who experienced
the training reported their reflections more autonomously and specifically in their
diary task and had better academic performance than students who did not. These
results demonstrate how the diary task captured change in students’ perceptions,
validating it as a monitoring tool. Lastly, implications for practitioners are discussed
and suggestions for future studies are proposed.
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Fundação para a Ciência e a Tecnologia
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SFRH/BD/61078/2009