When SRL is measured at a coarse grain size (global self-regulation), students are relatively well able to report on their strategy use¶

Claim · All claims
Evidence · 1 study (2 entries) · review r2–r3 · q2 · i2 medium
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2022: tool and model accuracy changes quickly

Subclaims¶

q2 i? Studies examining global self-regulation find relatively high convergence between self-reports and behavioral measures. → Rovers 2019 q2 i2 In one global-level study, self-report questionnaire scores correlated with concurrent think-aloud-measured metacognitive skill (r = .36 thermodynamics; r = .49 molecular polarity). → Rovers 2019 (2)

Evidence¶

Rovers 2019¶

Rovers, S. F. E., Clarebout, G., Savelberg, H. H. C. M., de Bruin, A. B. H., & van Merriënboer, J. J. G. (2019). Granularity matters: comparing different ways of measuring self-regulated learning. Metacognition and Learning. https://doi.org/10.1007/s11409-019-09188-6

q2 · i? · review · r3

Review synthesis of four included studies using global or subscale measures of self-regulation (IMMEX chemistry problem-solving, ePortfolio traces, think-aloud), finding students "relatively well able to report" at this coarse grain size.

"Taken together, these studies (Cooper et al. 2008; Nguyen and Ikeda 2015; Sandi-Urena et al. 2011; Wang 2015) indicate that when studies examine the global level of self-regulation, students are relatively well able to report on their use of self-regulatory strategies"

Rovers 2019 (2)¶

Rovers, S. F. E., Clarebout, G., Savelberg, H. H. C. M., de Bruin, A. B. H., & van Merriënboer, J. J. G. (2019). Granularity matters: comparing different ways of measuring self-regulated learning. Metacognition and Learning. https://doi.org/10.1007/s11409-019-09188-6

q2 · i2 · review · r2

Review reports Wang (2015), a multimethod chemistry problem-solving study using the IMSR questionnaire and think-aloud protocols, found significant associations for both tasks, with correlation coefficients of r = .36 and r = .49.

"Results indicated a significant association between self-report questionnaire scores and concurrent metacognitive skill use as measured by the think-aloud protocol (with a correlation coefficient of r= .36 for the thermodynamics task, and r= .49 for the molecular polarity task)"

Discussion¶

Related Claims¶

• Low questionnaire–think-aloud correlations may have two alternative explanations besides poor self-report ability: the methods may measure different strategies or be aimed at different tasks — related
• A task-specific questionnaire built item-by-item from a think-aloud coding taxonomy correlated r=.51 with think-aloud protocols, higher than the -.07 to .42 regularly reported — related
• When SRL is measured at a fine grain size (specific strategies), self-reports show low calibration with behavioral measures — related
• Children showing higher metacognition and self-regulation felt the task would be difficult but that they would be able to solve it — related
• Self-report factors correlate weakly with metacognitive behavior while within-factor subcomponent correlations are larger, per studies reviewed for the meta-analysis — related
• Tenth-graders show few signs of global task awareness when selecting text fragments, rarely rereading or deeply processing task instructions — related
• A general self-report metacognition questionnaire shows no relationship with word problem solving performance and no convergence with on-line metacognitive measures in grade 5 — related
• Think-aloud reports are incomplete and sometimes nonveridical, particularly for metacognitive processes — related