Checking instruments to identify individual differences in self-regulation of learning, 2019

Description

The purpose of the research was to develop tools for identifying differences between students in their knowledge of the strategies they use in individual learning and their actual use. The aim of the pilot research was to adapt and/or develop instruments for measuring the individual characteristics of learners in self-regulation of learning. Instruments for cognitive detection were tested. metacognitive and emotional-motivation processes that make up self-regulation. The survey included Slovenian pupils who attended the 9th grade of primary school in the 2018/2019 school year. The “Children’s Perceived use of Self-Regulated Learning Inventory” (CP-SRLI; Vandevelde, Van Keer and Rosseel, 2013), asking students about the use of different Strategies for school. The Slovenian version of the questionnaire used for this pilot included 15 rankings from nine fields. All participants in the pilot study participated in this work. Two other tools have been developed. to measure metacognitive knowledge in an e-learning environment. The first tool includes an open-ended question on how to learn if you want to know the substance as best as possible (e-learning unit). The second is the questionnaire. Closed type, asking students about the effectiveness of the eight offered cognitive strategies in learning from e-materials (5-level scale). Half of the participants in the pilot study responded to each of the aids. The pilot research was created within the framework of the project "Efficiency of different types of learning supports in self-regulation of e-learning", followed by the implementation of the main research (ADP - IDNo: IRSUG20) using instruments developed. For a proper understanding of the questionnaires and interpretation of the data, we suggest that you look at the following documents among the accompanying materials: 1) Description of variables in the database and 2) Instructions for testers.

Resources

Name Format Description Link
33 http://www.adp.fdv.uni-lj.si/podatki/irsup19/irsup19_om4_sl_v1_r1.pdf
21 https://doi.org/10.3389/fpsyg.2021.730386
33 http://www.adp.fdv.uni-lj.si/podatki/irsup19/irsup19_om3_sl_v1_r1.pdf
74 http://www.adp.fdv.uni-lj.si/podatki/irsup19/irsup19_p2_sl_v2_r1.txt
33 http://www.adp.fdv.uni-lj.si/podatki/irsup19/irsup19_vp1_sl_v1_r1.pdf
21 https://www.adp.fdv.uni-lj.si/uporabi/kako
33 http://www.adp.fdv.uni-lj.si/podatki/irsup19/irsup19_om1_sl_v2_r1.pdf
21 https://www.adp.fdv.uni-lj.si/opisi/irsup19
74 http://www.adp.fdv.uni-lj.si/podatki/irsup19/irsup19_p1_sl_v2_r1.txt
21 https://plus.cobiss.net/cobiss/si/sl/bib/43889923
33 http://www.adp.fdv.uni-lj.si/podatki/irsup19/irsup19_om2_sl_v1_r1.pdf
33 http://www.adp.fdv.uni-lj.si/podatki/irsup19/irsup19_vp2_sl_v1_r1.pdf

Tags

  • metakognitivno-znanje
  • samoregulacija-učenja
  • dosežek
  • učenec
  • strategija
  • kognitivne-strategije
  • motivacijske-strategije
  • šola
  • motivacija
  • učenje
  • učni-dosežki
  • metakognitivne-strategije

Topics

Categories