Describing Self-Regulated Learning and Social Regulation of Learning in Science Classrooms

• In Event: Self-Regulated Learning Development and Context

Abstract

Science classrooms are dynamic environments that require students to exhibit self-regulated learning (SRL) and social regulation of learning (soRL). Extant literature is limited in describing these important processes in authentic classroom spaces. This mixed methods case study aimed to systematically document and describe student SRL and soRL in middle school science classrooms. Results from this study show that student SRL emerges from whole class and one-on-one conversations, while soRL emerges from purposeful small group work. Both show patterns of displaying behavioral regulation before cognitive regulation. The interplay between SRL and soRL is also documented and described.

Authors

• Lauren Cabrera, Michigan State University
  Presenting Author

• Molly L. Taylor, Virginia Commonwealth University
  Presenting Author

• Christine Lee Bae, Virginia Commonwealth University
  Presenting Author