Interventions and Classroom Contexts That Promote Self-Regulated Learning: Two Intervention Studies in United Kingdom Primary Classrooms

Pino-Pasternak, Deborah; Basilio, Marisol; Whitebread, David

doi:10.7764/psykhe.23.2.739

Cited by 21 publications

(17 citation statements)

References 43 publications

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“…Research in education indicates that self-regulated learning (SRL) is crucial for young learners' learning process; it enhances their academic performance and learning motivation (Anam & Stracke, 2016;Dent & Koenka, 2015;Mega, Ronconi, & Beni, 2014;Pino-Pasternak, Basilio, & Whitebread, 2014). Characteristics of SRL involve intrinsic motivation and autonomous learning to help learners to achieve their goals in any learning situation (Zimmerman, 2013;Panadero, 2017).…”

Section: Introductionmentioning

confidence: 99%

“…By engaging SRL strategies, preschool children learn how to take initiative in monitoring their learning strategies and place, evaluate their learning, and progress to perform better. Although research suggests that children in their very young age can and do engage in activities to selfregulate their learning process (Pino-Pasternak, Basilio, & Whitebread, 2014;Whitebread & Basilio, 2012), most of the local research in Malaysia is still not enough to provide a better understanding about the principles of self-regulation generalised across contexts like age group, subjects, and there is scarcity of evidence documenting the use of SRL strategies among younger children, aged from five to six years old in Malaysia (Ng & Yeo, 2014).…”

Section: Introductionmentioning

confidence: 99%

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The Effects of Self-Regulated Learning Strategies on Preschool Children’s Self-Efficacy and Performance in Early Writing

Kim

Nor

2019

IJE

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To enhance the will and the skills to express thoughts explicitly and effectively in early writing among preschool children, self-regulated learning (SRL) was suggested for preschool children as one of the effective learning approaches. This quasi-experimental study involved seventy-five preschool children (5-6 years old) from two public preschools in Selangor, Malaysia. This study investigated the effects of SRL strategies on early writing self-efficacy and early writing performance among preschool children. Interview data was engaged and supported the quantitative result to obtain a deep insight of the findings. Two-way Repeated Measure ANCOVA was employed and confirmed the effectiveness of self-regulated learning intervention with an interaction effect between the test and group for early writing self-efficacy being statistically significant (F(1, 72) = 12.665; p = 0.001, 2= 0.150), with Cohen’s d = 0.84; and early writing performance statistically significant (F(1, 72) = 110.801; p < 0.001, 2= 0.606), with Cohen’s d = 2.84. The result also confirmed that self-monitoring and controlling (F (5, 69) = 17.934, p < 0.001), with an adjusted R² = 0.534, was a strong predictor for early writing self-efficacy, and planning and goal setting (F(5, 69) = 12.706, p< 0.001), with an adjusted R² = 0.442, were a strong predictor for early writing performance. Eleven self-regulated learning strategies used emerged from the interviews’ data pertaining to different contexts. According to the participant children, planning and goal setting, self-monitoring, and self-evaluation were the strategies that will assure their writing quality. These responses supported the results produced by the quantitative data. The findings of this research provide a useful insight into early writing and self-regulated learning instructions in the Malaysian preschool context.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

The Effects of Self-Regulated Learning Strategies on Preschool Children’s Self-Efficacy and Performance in Early Writing

Kim

Nor

2019

IJE

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“…Numerous of research studies provide data that self-regulated learning (SRL) is crucial and highly prophetic of young learners' academic achievement and learning motivation (Anam & Stracke, 2016;Dent & Koenka, 2016;Pino-Pasternak, Basilio, & Whitebread, 2014). By engaging SRL, children learn how to take initiative in monitoring their learning strategies and place, evaluate their learning, and progress to perform better (Panadero, 2017).…”

Section: Introductionmentioning

confidence: 99%

“…Characteristics of SRL which involve intrinsic motivation and autonomous learning help the learners to achieve their goals in any learning situation. Research suggests that children in their very young age can and do engage in activities to self-regulate their learning (Pino-Pasternak et al, 2014;Whitebread & Basilio, 2012). Nevertheless, most of the local researches in Malaysia focus on factors that are related to students' SRL which is not sufficient enough to provide better understanding about the principles of self-regulation generalizing across contexts such as age group, subjects, etc.…”

Section: Introductionmentioning

confidence: 99%

Supporting Preschool Children’s Early Writing with Self-Regulated Learning Strategies

Siew¹,

Nor²

2019

Pac Early Child Educ Res Assoc

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Research suggests that early writing is crucial in the development of young children's literacy skills and links to their conventional literacy outcomes in elementary school and beyond. In order to enhance the will and the skills to express thoughts explicitly and effectively in early writing among preschool children, self-regulated learning (SRL) was suggested. This experimental study involved seventy-five preschool children, aged from five to six years old in Malaysia, aimed to investigate the effectiveness of SRL strategies on early writing performance. In this study, quantitative data collection was engaged and supported with qualitative data through interviews to obtain a deep insight of the findings results. Two-way repeated measure ANCOVA was employed and confirmed the effectiveness SRL intervention performance in early writing. In regression analyses, strategy such as planning and goal setting was confirmed as strong predictor for early writing performance. Data from the interview revealed that various SRL strategies were engaged by out-performing children from the experimental group and contributed to their early writing performance. The findings of this research provide a useful insight into early writing instructions in Malaysian context.

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“…In this study, we will follow Whitebread and Grau (), for whom metacognition refers in particular to the “monitoring and control of cognition” (p. 103), and self‐regulation to “the monitoring and control of a broader range of human functioning, such as cognitive, social, motivational and emotional aspects.” (p. 103). A comprehensive definition of self‐regulated learning is provided by Pino‐Pasternak, Basilio, and Whitebread (): “Self‐regulated learning (SRL) is defined as goal‐directed learning that is guided by metacognition (awareness of own learning processes and knowledge), strategic action (planning, monitoring, and outcomes evaluation), and mastery orientation (pursuit of learning goals and cognitive challenge)” (p. 1). This view is aligned with an earlier one proposed in a 1986 expert symposium at AERA, where self‐regulated learning was defined “as the degree to which students are metacognitively, motivationally, and behaviorally active participants in their own learning process” (Zimmerman, , p. 167).…”

Section: Introductionmentioning

confidence: 99%

Metacognition, Self-Regulation, and Autonomy Support in the Chilean Mathematics Classroom: An Observational Study

Preiss

Grau

Irribarra

et al. 2018

New Directions for Child and Adolescent Development

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This paper presents the results of an observational study developed on lessons taught by 128 teachers for a national teaching assessment program in Chile and whose practice was identified as outstanding. Specifically, we studied which strategies teachers used to promote students’ self‐regulation and autonomy during segments involving teacher‐led public talk, student‐led public talk, shared engagement, and private work. Additionally, we examined whether the instructional practices targeting self‐regulation that occur throughout these segments can be accounted for based on two overall dimensions of teacher practices, namely one of promotion of metacognition and one of promotion of motivation. During public segments, teachers encouraged student participation; during private work segments, teachers offered clues for problem solving. Thus, there was a stronger focus on motivational regulation instructional strategies during public segments and on metacognitive instructional strategies during private ones. A confirmatory factor analysis supported the hypothesis of two distinctive but related factors behind the observed self‐regulation promotion strategies, one motivational, and one cognitive.

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Interventions and Classroom Contexts That Promote Self-Regulated Learning: Two Intervention Studies in United Kingdom Primary Classrooms

Cited by 21 publications

References 43 publications

The Effects of Self-Regulated Learning Strategies on Preschool Children’s Self-Efficacy and Performance in Early Writing

The Effects of Self-Regulated Learning Strategies on Preschool Children’s Self-Efficacy and Performance in Early Writing

Supporting Preschool Children’s Early Writing with Self-Regulated Learning Strategies

Metacognition, Self-Regulation, and Autonomy Support in the Chilean Mathematics Classroom: An Observational Study

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