Messages From the Milieu: Classroom Instruction and Context Influences on Elementary School Students’ Self-Regulated Learning Behaviors

Neitzel, Carin; Connor, Lisa A.

doi:10.1080/02568543.2017.1347113

Cited by 9 publications

(3 citation statements)

References 45 publications

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“…Research in SRL has developed greatly over the past 40 years (Winne, 2018), including investigations into the various kinds and aspects of cognition, metacognition, motivation, and strategy use that are critical for learning (Vandevelde, Van Keer, Schellings, & Van Hout-Wolters, 2015). These studies have been conducted with populations ranging from graduate students (Mullen, 2011; Whipp & Chiarelli, 2004), to undergraduate students (Kauffman, 2004; Moos & Azevedo, 2008), high school students (Winters & Azevedo, 2005), middle school students (Cleary & Kitsantas, 2017; Eom & Reiser, 2004; Kramarski & Mizrachi, 2006), and, more recently, elementary populations (Neitzel & Connor, 2017; Vandevelde et al, 2015), with the vast majority of these investigations revealing high correlations between effective SRL and learning performance. Also, research has shown strong relations between SRL and students’ knowledge gains when using CBLEs to acquire conceptual understanding via text-based and multimodal information sources (Azevedo, 2005; Dent & Koenka, 2016; Greene et al, 2015; Winters, Greene, & Costich, 2008).…”

Section: Literature Reviewmentioning

confidence: 99%

Effects of a Science of Learning Course on College Students’ Learning With a Computer

Greene¹,

Lobczowski²,

Freed³

et al. 2019

American Educational Research Journal

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First-year courses have been used to bolster college student success, but empirical evidence on their efficacy is mixed. We investigated whether a first-year science of learning course, focused on self-regulated learning, would benefit first-generation college students. We randomly assigned students to a treatment condition involving enrollment in the course, a comparison condition in which students had access to online course materials only, or a control condition. From this larger study, we recruited 43 students to participate in a laboratory task involving learning about the circulatory system with a computer. We found that treatment and comparison students experienced greater changes in conceptual knowledge than the control group, and we found differences in the enactment of monitoring and strategy use across conditions.

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Section: Literature Reviewmentioning

confidence: 99%

Effects of a Science of Learning Course on College Students’ Learning With a Computer

Greene¹,

Lobczowski²,

Freed³

et al. 2019

American Educational Research Journal

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show abstract

“…Many researchers have emphasized the importance of classroom context/characteristics in facilitating or inhibiting students' development of SRL (Lombaerts et al, 2009;Neitzel and Connor, 2017;Dignath and Büttner, 2018). We can synthesize four major instructional principles from the literature regarding the classroom instruction features that support students in SRL (van Grinsven and Tillema, 2006;Housand and Reis, 2008;Lombaerts et al, 2009;Perry and Rahim, 2011;Stoeger et al, 2015;Neitzel and Connor, 2017;Jayawardena et al, 2019;Mohammadi et al, 2020;Dignath and Veenman, 2021;Cousins et al, 2022): (1) Task nature: Teachers provide explicit learning strategy instruction, and design open, complex, and authentic learning materials and activities to facilitate higher-order thinking skills and learning motivation. (2) Teacher support: Teachers use direct instruction, modeling, coaching, scaffolding, and feedback to support SRL skills learning.…”

Section: Self-regulated Learning and Self-regulated Learning Instructionmentioning

confidence: 99%

Exploring achievement-level differences in implementing self-regulated learning instruction in a classical Chinese reading intervention program

Lau

2022

Front. Educ.

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Research on self-regulated learning (SRL) instruction typically treats students as a homogeneous group, without considering the possible effects of students’ prior level of SRL competence on the implementation and effectiveness of SRL instruction. To fill this research gap, this study explored the differences in learning outcomes among students with different achievement levels who received an SRL-based classical Chinese reading instruction program. Sixty seven ninth graders from two classes, one with high achievers and the other with moderate achievers, from one secondary school in Hong Kong participated in an intervention program designed by this study’s researchers. The study adopted qualitative methods, including classroom observations, teacher and student interviews, along with supplementary quantitative methods, including reading test and questionnaire, to explore the differences between the two achiever-groups when the intervention program was implemented. The results showed that the two classes differed on students’ SRL performance, the degree of teacher support and student autonomy, and students’ perceptions of SRL instruction. Implications of the findings for SRL research and intervention design are discussed.

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“…Feedback can be defined as specific comments directed towards helping students achieve the desired learning goal (Stiggins 2005). Since young children have demonstrated metacognitive thinking (Bronson 2000;Martin, Polly & Kissel 2017;Whitebread, Coltman, Jameson & Lander 2009), SRL (King 2003;Neitzel & Connor 2017) and the ability to recognize feedback (Labuhnm Zimmerman & Hasselhorn 2010) it can be proposed that these processes are not too complex for young students. Further, it is argued that all learners benefit from a variety of feedback types and support.…”

Section: The Key Role Of Feedbackmentioning

confidence: 99%

Elementary students as active agents in their learning: an empirical study of the connections between assessment practices and student metacognition

Braund

DeLuca

2018

Aust. Educ. Res.

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This study explored how elementary teachers leveraged and structured student-involved formative assessment to promote metacognition and self-regulation. Research has suggested a connection between formative assessment practices (e.g. self-assessment and peer-assessment) and metacognition. However, this connection has limited empirical support, especially within early elementary contexts (i.e., grades K-4). In this study, 44 Ontario elementary teachers completed a survey reporting their teaching and assessment practices and beliefs about metacognition. Five participants were then purposefully selected for semi-structured interviews to describe their experiences developing students' metacognition and self-regulatory capabilities through student-involved assessment processes. Data were inductively and thematically analyzed. Participants emphasized the value of assessment as learning practices (e.g. selfassessment and reflective thinking) to develop students' metacognition and discussed the need for ongoing student feedback regarding metacognitive strategies. However, despite purposefully implementing formative assessment to enhance metacognition and self-regulation, participants articulated the need for additional resources to support the cultural shift towards assessment for and as learning within their classrooms.

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Messages From the Milieu: Classroom Instruction and Context Influences on Elementary School Students’ Self-Regulated Learning Behaviors

Cited by 9 publications

References 45 publications

Effects of a Science of Learning Course on College Students’ Learning With a Computer

Effects of a Science of Learning Course on College Students’ Learning With a Computer

Exploring achievement-level differences in implementing self-regulated learning instruction in a classical Chinese reading intervention program

Elementary students as active agents in their learning: an empirical study of the connections between assessment practices and student metacognition

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