Students' conceptions of self-regulated learning can diverge from their reported self-regulated learning activities¶

Claim · All claims
Evidence · 1 study · review r2 · q2
Currency · newest study 2008 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Loyens and colleagues found students disagreed with statements about self-regulated learning (negative mean scores) yet reported higher use of self-regulated learning activities than a norm group. → Remy M. J. P. Rikers 2008

Evidence¶

Remy M. J. P. Rikers 2008¶

Remy M. J. P. Rikers, Tamara van Gog, Fred Paas. (2008). The effects of constructivist learning environments: a commentary. Instr Sci (2008) 36:463–467. https://doi.org/10.1007/s11251-008-9067-4

q2 · i? · review · r2

The commentary reports Loyens and colleagues' self-report questionnaire study relating conceptions of constructivist learning to regulation and processing strategies. It found a discrepancy between conceptions and reported activities; no effect sizes are printed.

"Results showed that students disagreed with statements about self-regulated learning (i.e., mean scores were negative). In contrast, the same students reported higher use of self-regulated learning activities, compared to a norm group."

Discussion¶

Related Claims¶

• Self-reports of achievement goal orientations diverge markedly from traced goal orientations, which predict reading achievement while self-reports do not
• Conceptions of self-regulated learning had small, non-significant relationships with actual reported self-regulation activities — possibly the same claim (merge candidate)
• Structural relations exist between students' conceptions of constructivist learning and their regulation and processing strategies — a broader claim this one bears on
• Structural relations exist between students' conceptions of constructivist learning and their regulation and processing strategies, and doubting students risk inadequate regulation — a broader claim this one bears on