Learning readiness as an operationalization of self-regulated learning (SRL)¶

Theory · All theories
Evidence · 2 claims (2 for) · 4 studies (2 quant-synthesis, 1 review, 1 associational), q2–q4 · 3 of 4 report an effect size · 1 claim rests on one study

Description¶

The article grounds the WEC's learning readiness construct in self-regulated learning theory, which it defines as "the ability to regulate cognition, behaviours, and emotions to achieve academic goals". Learning readiness is operationalized through three components: academic self-concept, perseverance, and engagement (flow). The discussion positions SRL as central to LA, noting Winne and Hadwin's model of learners engaging in interconnected phases, and argues LA could be used not just diagnostically but to actively cultivate SRL skills.

Design Implications¶

Context¶

Requirements¶

• Integration of LA with established learning theories, which the article notes remains in its nascent stages

Constraints¶

• Current LA research on SRL focuses mostly on university students, leaving a gap for primary and secondary school students; the developmental stage at which SRL skills are learned or set remains unidentified

Target Learners¶

• Primary and secondary school students (Years 4–10 in this study)

Target Learning Objectives¶

• Developing self-regulated learning skills: goal setting, perseverance, academic self-concept, and flow

Claims¶

• Learning Readiness Strongest Wec Component [+M]
• Self-regulated learning improves achievement [+M]

Related Theories¶

• Self-regulated learning as a motivational, cyclical process of goal setting, monitoring, and control
• Self-Regulated Learning
• Three-component model of student engagement: behavioral, emotional, and cognitive

Examples¶

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Key Sources¶

• Marrone, Lam, Barthakur, Brinkman, Dawson, & Gabriel. (2024). The Relationship between Well-being and Academic Achievement: A Comprehensive Cross-Sectional Analysis of System Wide Data from 2016–2019. Journal of Learning Analytics, 11(3). https://doi.org/10.18608/jla.2024.8357