Self-Regulated Learning Strategies Used by the Learners in a Learner-Centered School.

The effects of a learner-centered approach on self-regulated learning were studied, and a cluster analysis was used to categorize students based on their goal orientation and to relate goal orientation to the self-regulated learning strategies used by the learner. Participants were 114 sixth and seventh graders from 2 multiage classrooms in an urban middle-class school that espoused a learner-centered approach to education. The study used a variety of methods, including the Self-Regulated Learning Interview Schedule and the Patterns of Adaptive Learning Survey, to elucidate the self-regulated learning strategies and achievement goal orientations of these students. The self-regulated learning strategies used most often were seeking, organizing, and transforming information, seeking social assistance from teachers, and goal-setting and planning. Less often used were rehearsing and memorizing, self-evaluation, and record-keeping and monitoring. With regard to achievement goal orientation, these students were most oriented toward developing new skills, the intrinsic value of learning, developing their understanding, and improvement. Findings suggest that self-regulated learning strategy use may be affected by motivation goal orientation. Also, some differences were noted between the two classes with respect to task orientation. (Contains 1 table and 20 references.) (SLD)