SDL and SRL are developmental processes: senior students show more self-directed and self-regulated learning across several reviewed studies¶

Claim · All claims
Evidence · 1 study · review r2 · q2
Currency · newest study 2008 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2013: baselines and conditions change

Subclaims¶

q2 i? Across reviewed studies, college seniors were more self-directed and self-regulated than junior students, implying SDL and SRL can be learned. → Loyens 2008

Evidence¶

Loyens 2008¶

Loyens, S. M. M., Magda, J., & Rikers, R. M. J. P. (2008). Self-Directed Learning in Problem-Based Learning and its Relationships with Self-Regulated Learning. Educational Psychology Review. https://doi.org/10.1007/s10648-008-9082-7

q2 · i? · review · r2

Narrative review synthesis of empirical SDL and SRL studies in PBL settings. The review reports that "college seniors were found to be more self-directed and self-regulated in several studies", citing van den Hurk et al., Dolmans and Schmidt, Kivela and Kivela, Dahlgren and Dahlgren, and Evensen. No effect sizes are printed.

"the studies showed that SDL and SRL are developmental processes since college seniors were found to be more self-directed and self-regulated in several studies"

Discussion¶

Related Claims¶

• Evidence that PBL fosters SDL is mixed across studies — related
• Seniors outperformed juniors in determining taxonomy and method-technique, but not in self-efficacy or strategy determination — a narrower finding that bears on this claim
• Preferred instruction type shifted by year: Prep School, freshman and sophomore students preferred implicit instruction while junior and senior students preferred meaning-focused instruction — related