Measuring self-regulated learning during creative problem-solving with SRL microanalysis.

Abstract

This study utilized a task-specific, structured interview (microanalysis) to examine self-regulated learning (SRL; e.g., self-efficacy, strategic planning, strategy use, and self-evaluation) while students engaged in a creative problem-solving task. Participants included 58 fifth and sixth graders. Regressions examined the variance explained by SRL processes in relation to four creative performance outcomes including fluency (i.e., number of solutions generated), flexibility (i.e., number of categories of solutions generated), originality (i.e., uniqueness of the answer), and usefulness (i.e., quality of response). Results indicated that specific SRL variables are differentially related to creative outcomes. After controlling for prior performance on a standardized language test, self-efficacy significantly predicted fluency and flexibility. Regarding the strategic planning measures, plans regarding how to complete the task predicted fluency and flexibility, whereas plans of how to address a challenge predicted fluency and originality. A measure of self-evaluation accuracy significantly explained the usefulness of ideas, but was significantly, negatively related to originality. Although strategy use significantly correlated to fluency and flexibility, it did not explain a significant amount of unique variance in these creative outcomes.

Gifted Classroom Environments and the Creative Process: A Systematic Review

“…Authentic problem finding and solving experiences can serve as meaningful and appropriately challenging experiences for high-ability students (Fletcher, 2011;Renzulli & Reis, 2012;Westberg & Leppien, 2018) and provide an opportunity for perspective-taking, which helps students improve relationship-building skills, think flexibly, and cope with uncertainty (Beason-Manes, 2018;Chandra Handa, 2015;Hagge, 2017;Schroth & Helfer, 2017). Educators can also reinforce motivation by planning interest-focused learning (Renzulli, 2012), increase self-regulatory skills (Callan et al, 2021;Ridgley, 2019) by designing student-directed learning (Hagge, 2017;Hines et al, 2019) and providing timely and specific feedback (Firmender et al, 2017;Fletcher, 2011;Shively et al, 2018), and they can increase self-concept and resilience by organizing opportunities for risk-taking and experiencing failure without adverse consequences (Coxon, 2012;Fletcher, 2011;Hébert et al, 2014;Schlechty, 2011).…”

The Case of the Hungry Hippos: Supporting Students’ Development of Problem-Finding Strategies

“…This suggests while students do consider Resource Management strategies, they do not have a robust series of strategies to help them regulate their attention and perception. Previous studies suggest students who have more strategies at their disposal demonstrate higher levels of performance (Callan & Cleary, 2018;Callan et al, 2019), so there may be benefit in developing multiple approaches to regulating attention, perception, and environment.…”

Gifted underachievement within a self‐regulated learning framework: Proposing a task‐dependent model to guide early identification and intervention

“…From an SRL microanalysis perspective, the learning task should be well defined with a clear beginning, middle, and end (Cleary et al, 2012). Prior tasks using microanalysis have included procedural skills (e.g., Cleary & Sandars, 2011), mathematics problem solving (Callan & Cleary, 2018), creative problem solving (Callan, Rubenstein, Ridgley, & McCall, 2019), and test-taking (Kitsantas, 2002). From a gifted education and underachievement perspective, the task should be specific to the learner and appropriately challenging given the learner's ability level (Zeidner & Stoeger, 2019).…”

“…Tell me all the things you did to help you solve these math problems. (Callan et al, 2019) Monitoring Do you think you have solved these math problems correctly so far or have you made any mistakes? Tell me about them.…”