Fostering At-Risk Elementary School Children’s Self-Regulated Learning by Means of Student Tutoring: A Challenging Endeavor

• In Event: Self-Regulated Learning Across Diverse Contexts and Populations

Abstract

This study explores the effects of student tutoring on self-regulated learning (SRL). 219 Flemish (Belgium) fifth and 185 sixth-grade students at-risk due to their socio-economic and/or non-native background participated. 106 students in the experimental condition received guidance of university student tutors during 10 successive weeks. A quasi-experimental study with a pretest, posttest, and retention test control group design was used combining self-report questionnaires with think-aloud protocol analysis. Although, the quantitative results reveal no significant positive effects on pupils’ self-regulatory strategy use, positive trends from pre- to posttest are observed regarding several key components of SRL.

Authors

• Sabrina Vandevelde, Ghent University

• Hilde Van Keer, Ghent University