Beyond goal setting and planning: An examination of college students’ self-regulated learning forethought processes

IF 3.8 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Anna C Brady, Christopher A Wolters, Penny A Pasque, Shirley L Yu, Tzu-Jung Lin
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引用次数: 0

Abstract

This study aimed to identify and evaluate major processes college students engage in as they begin their active engagement in learning. Semi-structured interviews were conducted with 23 college students. Then, a grounded theory approach was used to identify the forethought processes students described. These processes included identifying goals, ordering and prioritizing tasks, scheduling, storing goals and plans, and regulating goals and plans. Additionally, findings indicated that students perceived their engagement in these forethought processes as connected to their beliefs about the subject domain, prior experiences, and subject domain and context. These results highlight processes that have not been thoroughly captured previously by self-regulated learning frameworks. Thus, articulating these processes provides a deeper understanding of students’ active engagement in self-regulated learning.
超越目标设定和规划:大学生自我调节学习的前瞻过程研究
本研究旨在确定和评估大学生开始积极参与学习的主要过程。研究人员对 23 名大学生进行了半结构式访谈。然后,采用基础理论方法确定了学生描述的前思过程。这些过程包括确定目标、对任务进行排序和优先排序、安排日程、存储目标和计划以及调节目标和计划。此外,研究结果表明,学生认为他们参与这些前思过程与他们对学科领域的信念、先前的经验以及学科领域和背景有关。这些结果凸显了以前的自我调节学习框架没有彻底捕捉到的过程。因此,阐明这些过程可以更深入地了解学生积极参与自我调节学习的情况。
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来源期刊
Active Learning in Higher Education
Active Learning in Higher Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
13.20
自引率
12.00%
发文量
31
期刊介绍: Active Learning in Higher Education is an international, refereed publication for all those who teach and support learning in higher education (HE) and those who undertake or use research into effective learning, teaching and assessment in universities and colleges. The journal is devoted to publishing accounts of research covering all aspects of learning and teaching concerning adults in higher education. Non-discipline specific and non-context/country specific in nature, it comprises accounts of research across all areas of the curriculum; accounts which are relevant to faculty and others involved in learning and teaching in all disciplines, in all countries.
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