The Cycle of Self-Regulated Learning: Dynamic and Changing Processes Used by High School Girls Studying Science

• In Event: Research Evidence on the Dynamic and Cyclical Nature of Self-Regulated Learning

Abstract

The present study sought to examine processes within the three phases of SRL and to investigate whether these processes changed after students receive feedback in the form of course grades. Zimmerman’s theory of SRL suggests the three-phase cycle is dynamic in that processes in the forethought and performance phases change as a result of the ways learners reflect upon their performance, thus creating a cycle. The current presenters will discuss how self-efficacy for learning and performing well in science in the forethought phase, academic delay of gratification (ADOG) and metacognition in the performance phase, and self-satisfaction in the self-reflection phase changed after receiving their report card grades in two iterations of the cycle. In addition, the presenters sought to investigate the feedback loop by examining whether students developed strategic plans for future performance after receiving their science grades.

The participants consisted of 210 senior girls in a college preparatory high school. Students were administered three surveys over the course of the year. The first survey was administered at the start of the school year and established a baseline. This survey asked students questions about their self-efficacy for learning and performing well in science (forethought phase measure) and their ADOG and metacognitive monitoring (performance phase measures). Surveys 2 and 3 were administered after students received their report card grades and were identical to the first survey with two exceptions. First, these surveys also included questions on the learners’ self-reactions (self-reflection measure) to their report card grades, and secondly, they were also asked questions capturing future performance processes, such as their strategic plans for studying now that they have received performance feedback, thus assessing the dynamic nature of the feedback loop.

In this presentation, the speakers will report data on how the processes for self-regulated science learning changed on this sample of high school girls when they received feedback in the form of course grades. These processes continue to change through subsequent cycles - showing the dynamic nature of self-regulated learning and the significant impact the feedback loop has on the three phase cycle. Implications from this study suggest that students may benefit from intervention upon receipt of grades to help sustain motivation, planning and engaging in study strategies to learn science.

Authors

• Maria K. DiBenedetto, Bishop McGuinness Catholic High School

• Hefer Bembenutty, Queens College - CUNY