Zusho concludes SRL, SAL, and engagement perspectives all entail learner adaptation, and that models of student learning mismatch how they are measured¶

Claim · All claims
Evidence · 1 study · theoretical r2 · q2
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Zusho's review concludes that self-regulated learning, student approaches to learning, and engagement perspectives all entail cognitive, affective, and behavioral adaptation, and that there is an inherent mismatch between conceptualizations of student learning and their measurement. → Patricia A. Alexander 2017

Evidence¶

Patricia A. Alexander 2017¶

Patricia A. Alexander. (2017). Issues of Constructs, Contexts, and Continuity: Commentary on Learning in Higher Education. Educational Psychology Review, 29, 345–351. https://doi.org/10.1007/s10648-017-9409-3

q2 · i? · theoretical · r2

The commentary reports Zusho's (2017) conclusions from reviewing the literature disentangling SRL, SAL, and engagement perspectives, including that "there is an inherent mismatch between the conceptualizations and models of student learning and how those models are measured and analyzed." Second-hand report.

"there is an inherent mismatch between the conceptualizations and models of student learning and how those models are measured and analyzed."

Discussion¶

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