The Promotion and Support of Self-Regulated Learning Across Different Educational Levels

Session Type: Invited Speaker Session

Abstract

The objective of the session is to elicit some of the critical aspects and conditions of the promotion and support of self-regulated learning (SRL). The first paper discusses how design teams of teachers, educators, and researchers collaboratively work on developing practical interventions to realize integrative and explicit SRL-promoting didactics in primary and secondary education. The second paper discusses how two interventions could be used to improve students' SRL skills, motivation, and self-efficacy during the transition from primary to secondary education. The third and last paper discusses the result of a meta-analysis on the effects of problem-driven learning methods on students' SRL from primary to higher education.
Objectives of the session:

The objective of the session is to elicit some of the critical aspects and conditions of the promotion and support of SRL in primary and secondary education. Each presentation will go more in-depth into a particular facet of one of these critical aspects and/or conditions.



Overview of the presentation:

Self-regulated learning (SRL) is increasingly recognized as an important objective of education. The ability to plan, monitor, and regulate one's learning activities is linked to student motivation and academic success (Dent & Koenka, 2015). SRL has also been suggested as a key competence to initiate and maintain lifelong learning (Cornford, 2002). Despite the widespread acknowledgment of the significance of SRL, promoting SRL continues to be challenging. This symposium presents a collection of three research papers, each offering a perspective on promoting SRL across different educational levels. The first paper examines the collaborative efforts between educators and researchers in the Netherlands to bridge the gap between research indicating the importance of self-regulation for students’ learning on the one hand and its relative absence in educational practice at the other (Greene, 2021). This study identifies conditions necessary for teachers to effectively implement integrated and explicit SRL teaching. The second paper investigates the impact of Dutch interventions, Talent Talks and Talent Lessons, on students' SRL skills, motivation, and self-efficacy. The study found no significant differences in these aspects between different intervention conditions. The study highlights the need for a close alignment between interventions and measurement instruments and selecting the right grain size. The third paper presents a meta-analysis focused on student-centered, problem-driven learning methods, particularly problem-based learning (PBL) and project-based learning (PjBL). This analysis aims to determine the effectiveness of these methods in fostering SRL and self-directed learning. The results suggest a positive overall effect of problem-driven learning on SRL and self-directed learning, though with significant variation across studies.

These papers collectively contribute to the ongoing discourse on SRL in education, shedding light on the challenges of developement and implemention of SRL teaching and the potential benefits of student-centered learning approaches. This symposium offers valuable insights for educators and researchers working to enhance SRL skills in various educational contexts.



Scholarly or scientific significance:

SRL is important in the whole learning process as it significantly promotes academic and lifelong learning outcomes. There is, however, a lack of knowledge on how to support students developing SRL skills or promote the use of these skills across educational levels. SRL is a complex skill that includes (meta)cognitive and motivational effort. This symposium gives insight into this complexity and offers tools to integrate SRL teaching in the classroom.



Structure of the session:

The chair will start the symposium by introducing the three studies. Next, the three presenters will share their thoughts and research results about supporting SRL. After the presentations, the discussant will discuss interesting and important findings with a perspective on the future.

Sub Unit

• International Aligned Associations / Netherlands Educational Research Association - VOR

Chair

• Nadira Saab, Leiden University

Papers

• Building Together to Promote Students' Self-Regulated Learning in Primary and Secondary Education - Patrick Sins, Rotterdam University of Applied Sciences; Jeroen Rozendaal, Rotterdam University of Applied Sciences; Carlos van Kan, Rotterdam University of Applied Sciences; Petra Poelmans, Rotterdam University of Applied Sciences; Luuk van Schie, Rotterdam University of Applied Sciences; Pieter-Jan Ruiter, Thomas More University of Applied Science; Ineke Vermeulen, Thomas More University of Applied Science; Elvira Folmer, HAN University of Applied Sciences

• Easing the Transition: Supporting Students' Self-Regulated Learning in the Transition From Primary to Secondary Education - Jorrick Beckers, Open Universiteit Nederland; Sandra Bolkenbaas, VMBO Maasland; Anne-Roos Verbree, University Medical Center Utrecht; Trudie Schils, Maastricht University; Tamara van Gog, Utrecht University; Anique de Bruin, Maastricht University

• The Effectiveness of Student-Centered, Problem-Driven Learning Methods for Self-Regulated Learning: What Works and for Whom? - Joyce Neroni, Open Universiteit Heerlen; Samantha Vos, Open Universiteit Heerlen; Martine Baars, Erasmus University Rotterdam; Lisette Wijnia, Open Universiteit Nederland

Discussant

• Allyson F. Hadwin, University of Victoria