Matt Bernacki

Winne & Hadwin (1998): Model of SRL

Aptitude approach

• self-report
• coarse grained measuring capacity or tendency (eg. help seeking in math)
• long-term
• longitudinal
• self-reports can be misleading

Event based approach

• trace methods (verbal, behavioral)
• fine grained (behavior in context)
• short term (minutes to hours)
• single task context
• can't measure what can't be observed, can't generalize

Framework

• social - months to weeks to days
  • cognitive and meta capacities
  • behavioral tendencies
  • motivations
  • beliefs
  • dispositions
• rational - hours to minutes
  • cognitive and metacognitive behaviors in task
  • planning
  • strategy use
  • monitoring
  • help-seeking
• cognitive - seconds to milliseconds

Akane Zusho, Fordham University; Jared Anthony, Fordham Graduate School of Education; Karen Elizabeth Clayton, Fordham University; Gerard Robertson, Fordham University; Stuart A. Karabenick, University of Michigan

Measuring SRL Winne & Perry 2000

• disadvantages
  • are they assessing domain-general learning tendencies rather than actual strategy-use
• advantages
  • do these measures predict important learning outcomes?

• how stable are the aptitude measures over two acdemic years
• do they vary between English and math?
• to what extent do organization, rehearsal and metacognitive SRL strategies predict achievement, motivation and behavior?

• 9-11th grade girls high school in NYC

English

• rehearsal, some correlation
• organization, negative predictor (why?)
• SRL, strong correlation with English

Math

• positive for rehearsal
• negative for organization
• positive for SRL

Self-report measures were quite stable

SRL strong positive predictor of achievement, adaptive motivation and behavior

Adar Ben-Eliyahu, University of Pittsburgh; Lisa Linnenbrink-Garcia, Duke University

Emotions

• high activation vs low activation
• unpleasant vs pleasant

(Linnenbrink 2005, Russel, Feldman and Barrett 1999)

Question:

• how does monitoring and adjusting of emotions with a learning situation occur
• different from outside a learning situation?
• do students regulate emotions differently in favorite and least-favorite classes?

Self-regulated emotion strategies

• reappraisal (positive) (John & Gross 2003)
• suppression (negative) (John & Gross 2003)
• rumination (depression) (Nolen-Hoeksema et al 1993)

Method: Survey

Future research

• use online methods and facial affect to measure
• longitudinal designs - diary studies

Roger Azevedo, McGill University; Jason Matthew Harley, McGill University; Reza Feyzi Behnagh, McGill University; François Bouchet, McGill University

Interested in how self-regulatory processes are employed in real-time during the learning - SRL as an event

Trace methodologies - want to detect, track and model SRL during learning, problem solving and reasoning

Macro-level processes

• cognitive
• affective
• metacognitive
• motivational

Micro-level processes

• relevant sub-goals, JOL, summarizing, bored, self-efficacy

Valence

• negative and positive JOL(?)

Data:

• process data
• product data
• self-report
• other
  • interface
  • learner-agent dialogue

Logs

• time stamps, switching, time spent on different tasks
• more difficult: reconstruction and classification of navigational paths
• most difficult:
  • acquisition of and efficacy in the use of SRL during extended learning session
  • nature of learner-agents' dialogue to assess nature and quality of SRL and ERL
  • impact of agents' feedback and scaffolding on learners' self regulation

Huge amount of data - 65GB per participant

Vincent Aleven, Carnegie Mellon University; Ido Roll, The University of British Columbia; Bruce McLaren, Carnegie Mellon University; Kenneth R. Koedinger, Carnegie Mellon University

• math learning with an intelligent tutoring system
• help students become better help seekers, and better learners
• need to assess whether students use help well
• production rule model captures effective and ineffective help seeking
• automated assessment of help seeking

Geometry Cognitive tutor - used in hundreds of schools

Students can request help at any point (from the system - hints etc, multiple levels)

Help frequency correlates negatively with learning

Selection effect - bad learners will use help more frequently, and cause this statistics. Doesn't mean the bad learners would have done better without using help.

Computer-executable model of help-seeking

• rational modeling
• data-driven iteration
• 83 production rules
• action-by-action assessment of help seeking
• compare each student action against actions the model takes in the same situation
• build into tutor, give feedback on help-seeking as student is using the tool

Findings

• lasting-improvement in help seeking behavior
• no improvement in geometry learning

Amy L. Dent, Duke University; Harris M. Cooper, Duke University; Alison C. Koenka, Duke University

Why academic performance?

• most research focused on SRL as an outcome of psychological and contextual factors

Theoretical framework

• 3 phases of metacognitive processes of SRL (emergent consensus)
  • preparation
    • goal setting
    • planning
  • performance
    • self-monitoring
    • self-control
  • appraisal
    • self-evaluation

Research questions

• overall relation between achievement and definigin metacognitive processes of SRL
• what theoretical and methodological factors moderate the strenght of this relation
• theoretical
  • specific metacognitive processes
  • academic subject
  • students' grade level
  • gender
• methodological
  • type or SRL measure
  • type of achievement measure

Assumption

• online measures of SRL will produce stronger relation than offline measures to achievement
  • need to resoncstruct strategy use
  • effect of metacognitive knowledge
    • students with more nuanced strategy use might not endorse/report frequent typical strategies (their are better), and will be underreported

Meta-analysis allows for statistical integration of study outcomes across the literature

• formulating problem
• searching literature
  • full-text search of any mention of SRL, to make sure they didn't miss anything
• gathering info from studies
• statistically integrating study outcomes

Results

• significant but small correlation between SRL and achievement
• significantly differed by measure
  • online (n=15), quite strong
  • offline (n=60), much weaker

Think-aloud had a higher correlation than other measures

COPES

properties of SRL enactments

• learner perceives that there is a choice to modify conditions, operations and/or standards
• environment affords choice
• learner has choices to make
  • conditions that can be modified
  • repertoire of operations
  • diverse standards
• regulation does not entail charge
  • long-term research program; replication is useful
  • but we look for change, what happens when something doesn't change, might be on purpose
• SRL evolves, need multiple samples of task engagement
• SRL need not correlate or cause changes we value or expect
  • some experiments aren't productive (self-restriction to avoid feeling like a failure)
  • a learner's goal and standards may not match ours

Psychological features of SRL enactment

• cue
• goal or standard
  • attribute a learner uses to judge if a state optimizes
• tactic
  • operations a learner chooses
• forecast
  • expectation of achievement
• account
  • why they think this works
• utility
  • cost/benefit ratio of a tactic/strategy
• likelihood
  • probability of enactment by a learner
• log
  • we have logs, but so do learners

Individual differences bearing on enactments of SRL

• schema knowledge
  • structural features and qualities learner perceives about task and facets
• focal task expertise
  • ability to do task now, versus having to build knowledge or skill
• supporting task expertise
• focal task drive
  • drive to success
• epistemic sophistication