Employing a Multidimensional Assessment Approach: An Examination of Relations Among Measures of Self-Regulated Learning

• In Event: Poster Session 3
  In Poster Session: Measuring, Assessing, and Fostering Metacognition and Self-Regulated Learning

Abstract

The current study examined the degree of convergence among self-regulated learning microanalysis and measures of regulatory functioning. Participants completed several direct and indirect measures of self-regulated learning, metacognition, and executive function after completing a self-regulated learning microanalytic protocol. Self-monitoring, as measured by the self-regulated learning microanalytic protocol, was significantly related to measures of metacognitive monitoring and executive function, as well as to participants’ item-level confidence judgments. Based upon performance on the self-regulated learning microanalytic protocol, differences in measures of self-regulated learning were also observed. In addition, students who made strategy-based attributions in the protocol performed significantly higher on test items. Findings extend prior research and support microanalytic protocols as assessment methods that effectively capture unique elements of regulatory functioning.

Authors

• D. Jake Follmer, The Pennsylvania State University

• Rayne A. Sperling, The Pennsylvania State University

• Huiqing Hu, The Pennsylvania State University - University Park