Mixed-Methods Approaches to Learning Strategies and Self-Regulation in Physical Education: A Literature Review

Autor/inn/en	Kermarrec, Gilles; Regaieg, Ghada; Clayton, Rebecca
Titel	Mixed-Methods Approaches to Learning Strategies and Self-Regulation in Physical Education: A Literature Review
Quelle	In: Physical Education and Sport Pedagogy, 27 (2022) 2, S.172-185 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1740-8989
DOI	10.1080/17408989.2021.1999916
Schlagwörter	Learning Strategies; Physical Education; Metacognition; Learning Processes; Research Reports; Databases; Cognitive Processes; Learning Theories + Suchen Sie Ihr Suchwort? Learning methode; Learning techniques; Lernmethode; Lernstrategie; Körpererziehung; Sportunterricht; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Learning process; Lernprozess; Research report; Forschungsbericht; Datenbank; Cognitive process; Kognitiver Prozess; Learning theory; Lerntheorie
Abstract	Introduction: Students' learning strategies and self-regulation processes are considered highly important in academic and Physical Education contexts. Educational researchers have called for mixed-method designs to investigate how students learn and not only what they learn. The aim of this literature review was to analyze the use of mixed-method designs in self-regulated learning research in a physical education setting. Methods: The following databases were searched for relevant articles: ERIC, Persee, PsycInfo and Scopus. No date range was specified and keywords for the search included learning strategies, self-regulated learning, Physical Education, mixed-method, qualitative and quantitative analysis. Thirteen articles were selected and classified according to their theoretical framework. The last stage of selection extended the literature review in each theoretical framework. Results: The results show that mixed-method design is relevant when researchers need findings on how students learn, and not only on what they learn. The use of mixed methods is well suited to the Information Processing, Self-Regulated Learning and Student Approaches of Learning theoretical traditions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01