Measuring strategy use with self-report instruments: theoretical and empirical considerations

Schellings, G.L.M.; Hout-Wolters, Bernadette van

doi:10.1007/s11409-011-9081-9

Cited by 108 publications

(78 citation statements)

References 24 publications

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“…Statements are used such as: "Before I begin studying I think about the things I will need to do to learn" or "I ask myself questions to make sure I know the material I have been studying" (Pintrich and De Groot 1990). One notable practical advantage of using questionnaires is that they can easily be administered on a large scale (Schellings and Van Hout-Wolters 2011). Besides, various studies in mathematical problem solving have shown the practicality and good internal consistency of self-report questionnaires (Kramarski and Gutman 2006;Mevarech and Amrany 2008).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

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Towards efficient measurement of metacognition in mathematical problem solving

Jacobse

Harskamp

2012

Metacognition Learning

112

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Metacognitive monitoring and regulation play an essential role in mathematical problem solving. Therefore, it is important for researchers and practitioners to assess students' metacognition. One proven valid, but time consuming, method to assess metacognition is by using think-aloud protocols. Although valuable, practical drawbacks of this method necessitate a search for more convenient measurement instruments. Less valid methods that are easy to use are self-report questionnaires on metacognitive activities. In an empirical study in grade five (n039), the accuracy of students' performance judgments and problem visualizations are combined into a new instrument for the assessment of metacognition in word problem solving. The instrument was administered to groups of students. The predictive validity of this instrument in problem solving is compared to a wellknown think-aloud measure and a self-report questionnaire. The results first indicate that the questionnaire has no relationship with word problem solving performance, nor the other two instruments. Further analyses show that the new instrument does overlap with the thinkaloud measure and both predict problem solving. But, both instruments also have their own unique contribution to predicting word problem solving. The results are discussed and recommendations are made to further complete the practical measurement instrument.

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Section: Theoretical Frameworkmentioning

confidence: 99%

“…However, how to measure metacognition efficiently is still a problem. This problem has been at the heart of a great deal of scientific debate about which instruments are most suitable (Schellings and Van Hout-Wolters 2011).…”

Section: Introductionmentioning

confidence: 99%

Towards efficient measurement of metacognition in mathematical problem solving

Jacobse

Harskamp

2012

Metacognition Learning

112

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“…One indirect method of assessment is self‐evaluation, which is commonly used in assessing learning (Schellings & van Hout‐Wolters, ). For a self‐evaluation related to leadership, students report their learning and development in specific competency dimensions based on participation in an experience.…”

Section: Creating Departmental Unit and Program Competency Listsmentioning

confidence: 99%

Assessing Student Leadership Competency Development

Seemiller

2016

New Drctns Student Lead

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“…measured on a task-specific level: students might have different approaches or preferences in different LEs (van Hout-Wolters, 2009;Schellings & van Hout-Wolters, 2011). As the school strives to create one integrated LE with similar characteristics in different teachers' lessons, it was decided to use questionnaires nonetheless.…”

Section: Data Collectionmentioning

confidence: 99%