Perceived teacher scaffolding is associated with more surface- and deep-level strategy use during the performance phase of SRL¶

Claim · All claims
Evidence · 1 study · review r2 · q2
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Students who perceived high levels of scaffolding from their teachers used more surface- and deep-level learning strategies during the performance phase. → Niels J. de Ruig 2023

Evidence¶

Niels J. de Ruig 2023¶

Niels J. de Ruig, Peter F. de Jong, Marjolein Zee. (2023). Stimulating Elementary School Students' Self-Regulated Learning Through High-Quality Interactions and Relationships: A Narrative Review. Educational Psychology Review. https://doi.org/10.1007/s10648-023-09795-5

q2 · i? · review · r2

One of only two cross-sectional studies on classroom-level interactions and regulation of cognition, conducted in upper elementary schools in the Netherlands, using the CP-SRLI, the only included instrument distinguishing SRL components and phases. No effect size is printed for this finding.

"Results of this large-scale study showed that students who perceived high levels of scaffolding from their teachers used more surface- and deep-level strategies during the performance phase of SRL (Baas et al., 2015)."

Discussion¶

Related Claims¶

• Student-reported SRL promotion is associated with students' self-efficacy, utility value and attainment value for SRL at class and student levels, but not with perceived cost — related
• Student-reported SRL promotion is not significantly associated with students' perceived cost of using strategies at class level, and only negligibly (r = −.04) at student level — related
• Pre-actional metacognitive, motivational, and positive-emotional components are positively associated with regulatory behavior in the actional phase, while anger and anxiety are negatively associated — related
• Classroom-level instructional support, organization, and emotional support are each positively associated with upper elementary students' metacognitive strategy use — related
• Research on teacher-student interactions and elementary SRL shows major gaps: no studies of emotion regulation, few on cognition regulation, and 70% reliance on student self-reports — related
• A constructivist course increased perceived deep-level assessment demands but students still reported more frequent use of surface approaches to learning — related