S-SRL strategy use is dynamic over time, contexts and student characteristics, supporting an event-based conceptualization of self and socially regulated learning¶
Claim · All claims
Evidence · 1 study · reviewr2·q2
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2019: baselines and conditions change
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? The special issue's studies show that use of self-regulated learning strategies is dynamic over time, contexts and student characteristics, providing empirical support for conceptualizing S-SRL as event-based constructs. → Inge Molenaar & Sanna Järvelä 2014
Evidence¶
Inge Molenaar & Sanna Järvelä 2014¶
Inge Molenaar & Sanna Järvelä. (2014). Sequential and temporal characteristics of self and socially regulated learning. Metacognition and Learning. https://doi.org/10.1007/s11409-014-9114-2
q2 · i? · review · r2
Editorial synthesis of the five special-issue studies, which used online measurement of S-SRL across observation, log file, think aloud and discourse data. The editors conclude that strategy use is "dynamic over time, contexts and student characteristics", supporting event-based constructs.
"these contributions show evidence that the use of self- regulated learning strategies is dynamic over time, contexts and student characteristics, which provides empirical support for the conceptualisation of self and socially regulated learning as event-based constructs."
Discussion¶
Related Claims¶
- The field lacks micro-level S-SRL theory and methodological guidelines, and studies have not connected temporal/sequential characteristics to learning gains — related
- Evidence indicates socially shared regulation of learning occurs across SRL areas and may promote learning and performance — related
- Dinsmore's review of 134 studies argues that models of strategic processing among college students must be multidimensional and dynamic — a broader claim this one bears on
- Zusho concludes SRL, SAL, and engagement perspectives all entail learner adaptation, and that models of student learning mismatch how they are measured — related
- Self-regulated learning facets that are conceptually common across three popular questionnaires appear empirically disparate — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
ssrl-strategy-use-dynamic-event-based |
title |
S-SRL strategy use is dynamic over time, contexts and student characteristics, supporting an event-based conceptualization of self and socially regulated learning |
description |
S-SRL strategy use is dynamic over time, contexts and student characteristics, supporting an event-based conceptualization of self and socially regulated learning |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2014 |
recheck_by |
2019 |
generated |
by process:wiki-ingest on 2026-10-19 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — inge-molenaar-sanna-järvelä-2014 |
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