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

IF 2.7 2区心理学 Q2 PSYCHOLOGY, EDUCATIONAL

European Journal of Psychology of Education Pub Date : 2024-05-08 DOI:10.1007/s10212-024-00830-9

Valentina Ronqui Leites, Daniel Trías Seferian, Juan Antonio Huertas Martínez

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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.

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评估自我调节过程：小学生在理解课文的过程中会做什么、说什么和想什么？

自我调节对学习和学业成绩有积极影响，但由于其性质，很难对其进行有效和可靠的评估。本研究旨在探讨文本理解任务中三种自我调节评估方法（问卷、思考-朗读和痕迹）的有效性，并确定与阅读成绩相关的变量。为此，研究人员对 96 名小学六年级学生进行了个别辅导，要求他们阅读一篇文章，并在虚拟环境中完成两项阅读理解任务。对任务痕迹进行了记录，对思考朗读进行了记录和编码，参与者还回答了关于所用策略的自我报告问卷。结果发现，通过问卷、思考-朗读和痕迹来衡量的自我调节之间的关系有限，而思考-朗读和痕迹之间的关系适中。在与文本理解任务成绩相关的因素方面，通过思考--朗读和任务时间测量得出的成绩预测结果优于问卷调查得出的成绩预测结果。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

European Journal of Psychology of Education PSYCHOLOGY, EDUCATIONAL-

CiteScore

6.30

自引率

3.30%

发文量

期刊介绍： The European Journal of Psychology of Education (EJPE) is a quarterly journal oriented toward publishing high-quality papers that address the relevant psychological aspects of educational processes embedded in different institutional, social, and cultural contexts, and which focus on diversity in terms of the participants, their educational trajectories and their socio-cultural contexts. Authors are strongly encouraged to employ a variety of theoretical and methodological tools developed in the psychology of education in order to gain new insights by integrating different perspectives. Instead of reinforcing the divisions and distances between different communities stemming from their theoretical and methodological backgrounds, we would like to invite authors to engage with diverse theoretical and methodological tools in a meaningful way and to search for the new knowledge that can emerge from a combination of these tools. EJPE is open to all papers reflecting findings from original psychological studies on educational processes, as well as to exceptional theoretical and review papers that integrate current knowledge and chart new avenues for future research. Following the assumption that engaging with diversities creates great opportunities for new knowledge, the editorial team wishes to encourage, in particular, authors from less represented countries and regions, as well as young researchers, to submit their work and to keep going through the review process, which can be challenging, but which also presents opportunities for learning and inspiration.