Give extra attention to students who disagree that self-regulation aspects can help their learning¶

Strategy · All strategies
Evidence · no claims cited

Description¶

Based on the finding that students doubting their learning capacity tend to adopt an inadequate lack-of-regulation strategy, the authors recommend that "more attention should be given to those students who entirely disagree that aspects of self-regulation such as goal setting, self-observation, self-assessment, and self-reinforcement can be helpful for their learning process." Differences in self-regulated strategy use reflect on academic achievement, so identifying and supporting these students in constructivist curricula is a concrete instructional action.

Design Implications¶

Context¶

Requirements¶

• A way to identify students' conceptions of self-regulated learning and self-perceived inability, e.g. via questionnaire

Constraints¶

• The supporting evidence comes from self-report measures with a rather small sample (N = 98) of third- and fourth-year students in one PBL curriculum

Target Learners¶

• higher-education students in constructivist, problem-based curricula

Target Learning Goals¶

• self-regulated learning strategy use and effective regulation of study

Affordances¶

• Three Level Conceptual Controlling Operational Structure

Related Strategies¶

Examples¶

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Key Sources¶

• Loyens, S. M. M., Rikers, R. M. J. P., & Schmidt, H. G. (2008). Relationships between students' conceptions of constructivist learning and their regulation and processing strategies. Instructional Science. https://doi.org/10.1007/s11251-008-9065-6