2024/05/08 by Valentina Ronqui, Daniel Trías, Juan Antonio Huertas Martínez · 1 voice
Psychology · Social Sciences · #Innovative Teaching and Learning Methods #Educational Strategies and Epistemologies #Impact of Technology on Adolescents
paper · pdf · doi:10.1007/s10212-024-00830-9
openalex publication_date 2024/05/08 · openalex created_date 2025/10/10 · openalex updated_date 2026/08/02
Abstract Self-regulation has a positive impact on learning and academic achievement, but due to its nature, it is difficult to assess it in a valid and reliable manner. This study aims to explore the validity of three self-regulation assessment methods in text comprehension tasks (questionnaire, think-aloud and traces) as well as to identify the variables associated with reading performance. For this purpose, individual sessions were conducted with 96 sixth-grade primary education students, who were asked to read a text and complete two reading comprehension tasks working in a virtual environment. Task traces were recorded, think-aloud was recorded and coded, and participants answered a self-report questionnaire about the strategies used. A limited relationship was found between self-regulation measured by means of the questionnaire, think-aloud and traces, and the relationship between think-aloud and traces was moderate. Regarding the factors related to text comprehension task performance, think-aloud and task time measurements were found to be better predictors of performance than the questionnaire.