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Effects of Students' Autonomy Support on Their Self-Regulated Learning Strategies: Three Field Experiments in Secondary Education

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Title: Effects of Students' Autonomy Support on Their Self-Regulated Learning Strategies: Three Field Experiments in Secondary Education
Language: English
Authors: Wilfried Admiraal (ORCID 0000-0002-1627-3420), Ditte Lockhorst (ORCID 0000-0002-6942-6005), Lysanne Post (ORCID 0000-0001-7350-2122), Liesbeth Kester (ORCID 0000-0003-0482-0391)
Source: International Journal of Research in Education and Science. 2024 10(1):1-20.
Availability: International Society for Technology, Education, and Science. e-mail: ijresoffice@gmail.com; Web site: https://www.ijres.net/index.php/ijres
Peer Reviewed: Y
Page Count: 21
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Education Level: Secondary Education
Descriptors: Personal Autonomy, Learning Strategies, Field Studies, Self Efficacy, Secondary School Students, Foreign Countries, Technology Uses in Education
Geographic Terms: Netherlands
ISSN: 2148-9955
Abstract: Providing students with autonomy over their learning process can support the development of their self-regulation skills. This study aimed to examine the effects of autonomy-support interventions on students' self-regulated learning strategies. The participants were 432 students from three secondary schools in the Netherlands. In each school, a one-year field experiment was performed, in which teachers and students shared control over learning processes. At the start and end of the school year, students from both the experimental and control conditions completed a questionnaire on perceived autonomy support and self-regulation strategies used. Univariate analyses of covariance were performed to examine the effects of the interventions on perceived autonomy support and the use of self-regulated learning strategies. The intervention with the highest amount of student control showed positive effects on self-regulated learning strategies 'task orientation', 'planning', and 'process evaluation', although it did show a small decrease in perceived autonomy support. The other two interventions showed an increase in perceived autonomy support and a positive trend in 'monitoring'. The field experiments suggest that different ways of supporting student autonomy can yield different effects on students' self-regulated learning strategies. The tentative conclusion is that a focus on student control is the most effective.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1415018
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1415018
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  Data: Effects of Students' Autonomy Support on Their Self-Regulated Learning Strategies: Three Field Experiments in Secondary Education
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  Data: <searchLink fieldCode="AR" term="%22Wilfried+Admiraal%22">Wilfried Admiraal</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-1627-3420">0000-0002-1627-3420</externalLink>)<br /><searchLink fieldCode="AR" term="%22Ditte+Lockhorst%22">Ditte Lockhorst</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6942-6005">0000-0002-6942-6005</externalLink>)<br /><searchLink fieldCode="AR" term="%22Lysanne+Post%22">Lysanne Post</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-7350-2122">0000-0001-7350-2122</externalLink>)<br /><searchLink fieldCode="AR" term="%22Liesbeth+Kester%22">Liesbeth Kester</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-0482-0391">0000-0003-0482-0391</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Research+in+Education+and+Science%22"><i>International Journal of Research in Education and Science</i></searchLink>. 2024 10(1):1-20.
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  Data: International Society for Technology, Education, and Science. e-mail: ijresoffice@gmail.com; Web site: https://www.ijres.net/index.php/ijres
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  Data: 21
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  Data: 2024
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  Data: <searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Personal+Autonomy%22">Personal Autonomy</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Strategies%22">Learning Strategies</searchLink><br /><searchLink fieldCode="DE" term="%22Field+Studies%22">Field Studies</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Efficacy%22">Self Efficacy</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Students%22">Secondary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Technology+Uses+in+Education%22">Technology Uses in Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Netherlands%22">Netherlands</searchLink>
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  Data: 2148-9955
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  Label: Abstract
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  Data: Providing students with autonomy over their learning process can support the development of their self-regulation skills. This study aimed to examine the effects of autonomy-support interventions on students' self-regulated learning strategies. The participants were 432 students from three secondary schools in the Netherlands. In each school, a one-year field experiment was performed, in which teachers and students shared control over learning processes. At the start and end of the school year, students from both the experimental and control conditions completed a questionnaire on perceived autonomy support and self-regulation strategies used. Univariate analyses of covariance were performed to examine the effects of the interventions on perceived autonomy support and the use of self-regulated learning strategies. The intervention with the highest amount of student control showed positive effects on self-regulated learning strategies 'task orientation', 'planning', and 'process evaluation', although it did show a small decrease in perceived autonomy support. The other two interventions showed an increase in perceived autonomy support and a positive trend in 'monitoring'. The field experiments suggest that different ways of supporting student autonomy can yield different effects on students' self-regulated learning strategies. The tentative conclusion is that a focus on student control is the most effective.
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      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 21
        StartPage: 1
    Subjects:
      – SubjectFull: Personal Autonomy
        Type: general
      – SubjectFull: Learning Strategies
        Type: general
      – SubjectFull: Field Studies
        Type: general
      – SubjectFull: Self Efficacy
        Type: general
      – SubjectFull: Secondary School Students
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Technology Uses in Education
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      – SubjectFull: Netherlands
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      – TitleFull: Effects of Students' Autonomy Support on Their Self-Regulated Learning Strategies: Three Field Experiments in Secondary Education
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              Y: 2024
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