Anna C Brady, Christopher A Wolters, Penny A Pasque, Shirley L Yu, Tzu-Jung Lin
{"title":"Beyond goal setting and planning: An examination of college students’ self-regulated learning forethought processes","authors":"Anna C Brady, Christopher A Wolters, Penny A Pasque, Shirley L Yu, Tzu-Jung Lin","doi":"10.1177/14697874241270490","DOIUrl":null,"url":null,"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.","PeriodicalId":47411,"journal":{"name":"Active Learning in Higher Education","volume":"104 1","pages":""},"PeriodicalIF":3.8000,"publicationDate":"2024-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Active Learning in Higher Education","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1177/14697874241270490","RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
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.
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.