Assessing self-regulated learning in higher education: a systematic literature review of self-report instruments

Roth, Anne; Ogrin, Sabine; Schmitz, Bernhard

doi:10.1007/s11092-015-9229-2

Cited by 208 publications

(163 citation statements)

References 74 publications

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“…But this may not always be the case and can lead to measurement error [43]. To ensure face and internal validity as well as consistency, a pilot test was conducted among 18 first and second year undergraduate students, 5 postgraduate students and 2 academic staff members before it was released via email to the target population.…”

Section: Data Collection Instrumentsmentioning

confidence: 99%

Analysing the Relationships Between Digital Literacy and Self-Regulated Learning of Undergraduates—A Preliminary Investigation

Muthupoltotage

Gardner

2018

Lecture Notes in Information Systems and Organisation

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Advances in technology access allow undergraduates to personalize their learning to their individual interests via the creation and use of informal personal learning environments (PLEs). A comprehensive understanding of how every day digital technologies are adapted and used to create such PLEs and their impact on acquisition and development of students' digital literacy (DL) and self-regulated learning (SRL) skills, is still lacking. This paper presents the initial exploratory quantitative phase, of a longitudinal mixed methods study planned to identify and describe the relationship between DL and SRL skills of students, when using PLEs. Structural equation modelling was used to analyze data collected from 202 participants in online surveys. The results confirm that DL components effect some SRL sub processes and some evidence was obtained for reciprocal relationships. Implications for Information Systems theory and practice are discussed together with future research opportunities.

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Section: Data Collection Instrumentsmentioning

confidence: 99%

Analysing the Relationships Between Digital Literacy and Self-Regulated Learning of Undergraduates—A Preliminary Investigation

Muthupoltotage

Gardner

2018

Lecture Notes in Information Systems and Organisation

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“…One of the useful strategies for professional development and lifelong learning of students is Self-Regulated Learning (SRL). [89]…”

Section: Introductionmentioning

confidence: 99%

Validating self-reflection and insight scale to measure readiness for self-regulated learning

Naeimi

Abbaszadeh

Mirzazadeh

et al. 2019

J Edu Health Promot

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“…There is a large body of literature on SRL (for overviews, see Boekaerts et al, 2000; Zimmerman and Schunk, 2011) as well as different approaches to measuring SRL (for overviews see Boekaerts and Corno, 2005; Wirth and Leutner, 2008; Zimmerman, 2008). Although there have been several waves of SRL measurement in which various measures were developed and used (Panadero et al, 2016), a large share of studies still rely on classical self-report questionnaires (Roth et al, 2016). Typical biases like socially desirable answers or self-serving biases need to be taken into account in these classical self-assessment studies.…”

Section: Introductionmentioning

confidence: 99%

Knowledge vs. Action: Discrepancies in University Students' Knowledge about and Self-Reported Use of Self-Regulated Learning Strategies

et al. 2017

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University students are supposed to be autonomous learners, able to adapt to an educational environment significantly less guided than school. Entering higher education poses a challenge of self-regulation, in which beginning students are often not prepared with self-regulation strategies needed. Since there are many studies assessing self-regulated learning (SRL) via classical self-reports, we know a lot about how students generally self-assess their SRL strategies. However, SRL and performance do not always correlate highly in these studies. The aim of the present study is to determine whether there are discrepancies between students' knowledge about SRL and their action in applying adequate SRL strategies in relevant learning situations. We also want to know whether such discrepancies generalize across domains and what the reasons for discrepancies are. The situation-specific Self-Regulated Learning Questionnaire for Action and Knowledge (SRL-QuAK) was used in a sample of 408 psychology and economic sciences students. Descriptive data analysis was conducted to determine potential discrepancies between SRL knowledge and action and differences between the study domains in an explorative way. The reasons for not using SRL-strategies were derived via qualitative content analysis. The results showed that although students had quite advanced knowledge of SRL strategies, they did not put this knowledge into action. This dissonance between SRL knowledge and action was found in both domains. In terms of reasons, students stated that they (a) lacked the time to use SRL strategies, (b) would not benefit from SRL strategies in the given situation, (c) would not be able to put the strategies to use effectively or (d) found it too arduous to use SRL strategies. The implications of these results will be discussed, e.g., the consequences for measures to overcome students' dissonance between knowledge and action and therefore to promote academic performance and well-being.

show abstract

Assessing self-regulated learning in higher education: a systematic literature review of self-report instruments

Cited by 208 publications

References 74 publications

Analysing the Relationships Between Digital Literacy and Self-Regulated Learning of Undergraduates—A Preliminary Investigation

Analysing the Relationships Between Digital Literacy and Self-Regulated Learning of Undergraduates—A Preliminary Investigation

Validating self-reflection and insight scale to measure readiness for self-regulated learning

Knowledge vs. Action: Discrepancies in University Students' Knowledge about and Self-Reported Use of Self-Regulated Learning Strategies

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