Self-regulated learning facets that are conceptually common across three popular questionnaires appear empirically disparate¶

Claim · All claims
Evidence · 1 study · review r2 · q2
Currency · newest study 2011 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Four facets of self-regulated learning identified as common constructs across three popular questionnaires appeared to be empirically disparate. → Gonny Schellings & Bernadette Van Hout-Wolters 2011

Evidence¶

Gonny Schellings & Bernadette Van Hout-Wolters 2011¶

Gonny Schellings & Bernadette Van Hout-Wolters. (2011). Measuring strategy use with self-report instruments: theoretical and empirical considerations. Metacognition and Learning. https://doi.org/10.1007/s11409-011-9081-9

q2 · i? · review · r2

The editorial reports, citing the Muis and colleagues (2007) study, that conceptually common SRL facets across three questionnaires were "empirically disparate". The underlying study's design is not described here beyond this finding.

"Four facets of self-regulated learning they conceptually identified as common constructs across three popular questionnaires appeared to be empirically disparate."

Discussion¶

Related Claims¶

• The pooled effect of self-regulated learning does not differ significantly by strategy type (cognitive, metacognitive, resource management, motivational) — related
• S-SRL strategy use is dynamic over time, contexts and student characteristics, supporting an event-based conceptualization of self and socially regulated learning — related
• No group differences appear in self-regulation, strategies, or motivation across the four mathematics achievement groups — related
• Systematic review identified 19 adult-reported self-regulation measures, 138 unique terms, 62 codes, and 25 facets — related