Third wave of measurement in the self-regulated learning field: when measurement and intervention come hand in hand

2015/07/24 by Ernesto Panadero, Julia Klug, Sanna Järvelä · 1 citation
Computer Science · Psychology · Social Sciences · #E-Learning and Knowledge Management #Innovative Teaching and Learning Methods #Online and Blended Learning

paper · doi:10.1080/00313831.2015.1066436

crossref issued 2015/07/24 · crossref published 2015/07/24 · crossref published-online 2015/07/24 · openalex publication_date 2015/07/24 · crossref created 2015/07/25 · openalex created_date 2016/06/24 · crossref published-print 2016/11/01 · crossref deposited 2026/01/29 · openalex updated_date 2026/07/25 · crossref indexed 2026/07/28

Abstract

Measurement is a central issue for the self-regulated learning (SRL) field as SRL is a phenomenon difficult to measure in a reliable and valid way. Here, 3 waves in the history of SRL measurement are identified and profiled. Our focus lies on the third and newest one, which combines measurement and intervention within the same tools. The basis for this approach is located in the reactivity principle via students’ self-monitoring: when students are aware of their actions, they can react and change what is needed. That happens when the measurement tools promote students' self-monitoring which turn part of the intervention then. Examples of this new approach to SRL measurement and guidelines for implementing it are presented.

Citations

• Attaining Self-Regulation
• Interactions of Metacognition With Motivation and Affect in Self-Regulated Learning: The MASRL Model
• Investigating Self-Regulation and Motivation: Historical Background, Methodological Developments, and Future Prospects
• The Power of Feedback

Cited by

• Assessing self-regulated processes: what do primary school students do, say and think in the process of understanding a text?

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• Investigating Self-Regulation and Motivation: Historical Background, Methodological Developments, and Future Prospects
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