Student self-determination was infrequent and more common during Active, Constructive, and Interactive tasks than Passive tasks¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r1 · q2
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Teachers gave students opportunities to determine aspects of their learning in 29 of 78 tasks, mostly minor practical choices (21 cases) rather than major learning-relevant choices. → Vosniadou 2024 q2 i? Student self-determination was higher during Active, Constructive, and Interactive tasks compared to Passive tasks. → Vosniadou 2024 (2)

Evidence¶

Vosniadou 2024¶

Vosniadou, S., Bodner, E., Stephenson, H., Jeffries, D., Lawson, M. J., Darmawan, I. G. N., Kang, S., Graham, L., & Dignath, C. (2024). The promotion of self-regulated learning in the classroom: a theoretical framework and an observation study. Metacognition and Learning. https://doi.org/10.1007/s11409-024-09374-1

q2 · i? · associational · r1

Transcript analysis of student self-determination across the 78 coded tasks in 23 classrooms found opportunities in 29 tasks, with "only minor choices about their learning" in 21 cases and major learning-relevant choices in the remainder.

"The teachers gave the students some opportunities to determine aspects of their learning in 29 out of the 78 tasks (Table 6). In most of these cases (21) the students were allowed to make only minor choices about their learning (e.g., where to sit or with whom to work), compared to major choices that were relevant to learning (e.g., deciding the topic of their project)."

Vosniadou 2024 (2)¶

Vosniadou, S., Bodner, E., Stephenson, H., Jeffries, D., Lawson, M. J., Darmawan, I. G. N., Kang, S., Graham, L., & Dignath, C. (2024). The promotion of self-regulated learning in the classroom: a theoretical framework and an observation study. Metacognition and Learning. https://doi.org/10.1007/s11409-024-09374-1

q2 · i? · associational · r1

Cross-tabulating self-determination with teacher task engagement code (Table 6), the article reports self-determination was "higher during Active, Constructive and Interactive tasks compared to Passive tasks"; 92.3% of Passive tasks involved no choices.

"Frequency of student self-determination was higher during Active, Constructive and Interactive tasks compared to Passive tasks."

Discussion¶

Related Claims¶

• In observed Australian secondary classrooms, only a minority of lesson tasks stimulated Constructive or Interactive engagement — related
• Student choice is rare in authentic assessment designs while assigned, sometimes graded, self-reflection is more common — related
• Classroom observations in an affluent district found most teachers did not use deeper-learning strategies, with students passively listening to lectures — related