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Assessing Self-Regulation as a Cyclical, Context-Specific Phenomenon: Overview and Analysis of SRL Microanalytic Protocols.
- Source :
- Education Research International; 2012, p1-19, 19p
- Publication Year :
- 2012
-
Abstract
- The primary purpose of this paper is to review relevant research related to the use of an assessment technique, called Self-Regulated Learning (SRL) Microanalysis. This structured interview is grounded in social-cognitive theory and research and thus seeks to evaluate students' regulatory processes as they engage in well-defined academic or nonacademic tasks and activities. We illustrate the essential features of this contextualized assessment approach and detail a simple five-step process that researchers can use to apply this approach to their work. Example questions and administration procedures for five key self-regulation subprocesses (i.e., including goal-setting, strategic planning, monitoring, self-evaluation, and attributions) are highlighted, with particular emphasis placed on causal attributions. The psychometric properties of SRLmicroanalytic assessment protocols and potential areas of future research are presented. [ABSTRACT FROM AUTHOR]
Details
- Language :
- English
- ISSN :
- 20904002
- Database :
- Complementary Index
- Journal :
- Education Research International
- Publication Type :
- Academic Journal
- Accession number :
- 86973259
- Full Text :
- https://doi.org/10.1155/2012/428639