The Validity of a Self-Regulated Learning Microanalytic Protocol for Mathematical Problem Solving

• In Event: Self-Regulated Learning Assessment and Metacognition

Abstract

This study examined: (a) the correspondence between a context-specific measure of self-regulated learning (SRL), called SRL microanalysis with other forms of SRL assessments, and (b) the predictive validity of SRL microanalysis in terms of mathematics achievement relative to these other measures. Ninety seventy eighth graders completed a SRL microanalytic interview while solving three algebraic word problems and completed several self-report questionnaires measuring SRL skills. SRL microanalysis converged with self-report questionnaires and teacher ratings measuring adaptive strategy use but did not correlate with a questionnaire measuring maladaptive SRL. Furthermore, after controlling for prior achievement and questionnaire responses, SRL microanalysis explained 14.7% of unique variation for problem solving achievement and 9.4% of unique variation in standardized math achievement.

Authors

• Gregory L. Callan, University of Wisconsin - Milwaukee

• Timothy J. Cleary, Rutgers University