Granularity Matters: Comparing Different Ways of Measuring Self-Regulated Learning

Autor/inn/en	Rovers, Sanne F. E.; Clarebout, Geraldine; Savelberg, Hans H. C. M.; de Bruin, Anique B. H.; van Merriënboer, Jeroen J. G.
Titel	Granularity Matters: Comparing Different Ways of Measuring Self-Regulated Learning
Quelle	In: Metacognition and Learning, 14 (2019) 1, S.1-19 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Rovers, Sanne F. E.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1556-1623
DOI	10.1007/s11409-019-09188-6
Schlagwörter	Metacognition; Measurement; Learning Strategies; Comparative Analysis; Behavior Patterns; Measures (Individuals); Accuracy; Student Attitudes; Self Evaluation (Individuals); Student Behavior + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Messverfahren; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Messdaten; Schülerverhalten; Student behaviour
Abstract	Although self-regulated learning (SRL) is becoming increasingly important in modern educational contexts, disagreements exist regarding its measurement. One particularly important issue is whether self-reports represent valid ways to measure this process. Several researchers have advocated the use of behavioral indicators of SRL instead. An outstanding research debate concerns the extent to which it is possible to compare behavioral measures of SRL to traditional ways of measuring SRL using self-report questionnaire data, and which of these methods provides the most valid and reliable indicator of SRL. The current review investigates this question. It was found that granularity is an important concept in the comparison of SRL measurements, influencing the degree to which students can accurately report on their use of SRL strategies. The results show that self-report questionnaires may give a relatively accurate insight into students' global level of self-regulation, giving them their own value in educational research and remediation. In contrast, when students are asked to report on specific SRL strategies, behavioral measures give a more accurate account. First and foremost, researchers and practitioners must have a clear idea about their research question or problem statement, before choosing or combining either form of measurement. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01