A multilevel framework for assessing self‐regulated learning in school contexts: Innovations, challenges, and future directions.
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| Title: | A multilevel framework for assessing self‐regulated learning in school contexts: Innovations, challenges, and future directions. |
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| Authors: | Cleary, Timothy J. (AUTHOR), Russo, Michelle R. (AUTHOR) |
| Source: | Psychology in the Schools. Jan2024, Vol. 61 Issue 1, p80-102. 23p. |
| Subjects: | Self-regulated learning, Protocol analysis (Cognition), School psychologists, Teacher evaluation, Psychometrics, Professional schools |
| Abstract: | As the importance of student self‐regulated learning (SRL) among school‐aged populations continues to increase, there is an emerging need for school psychologists and other school professionals to develop the knowledge and skills to effectively assess this process. The current paper provides a conceptual and empirical overview of a multimethod SRL diagnostic assessment framework included as part of the Self‐Regulation Empowerment Program (SREP). In addition to providing information about the operation and sequence of the SREP diagnostic assessment process, the current paper underscores the commonly used measures of SRL (e.g., self‐report questionnaires, teacher rating scales, SRL microanalysis, think‐aloud protocols) and provides evidence supporting their psychometric rigor and utility in school settings. This paper also serves as a roadmap that school psychologists can use to increase the frequency and quality of school‐based SRL assessments. Future research directions regarding the SREP diagnostic assessment process are also emphasized. Practitioner points: The diagnostic assessment framework of the Self‐Regulation Empowerment Program (SREP) details a clear process for conducting school‐based self‐regulated learning (SRL) evaluationsAptitude and event measures of SRL can be used to generate unique yet complementary information about a student's SRL skills and processesIdentifying the contexts, content areas, or learning activities in which students struggle helps to inform the nature and focus of an SRL evaluation [ABSTRACT FROM AUTHOR] |
| Copyright of Psychology in the Schools is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
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| Header | DbId: pbh DbLabel: Psychology and Behavioral Sciences Collection An: 174180890 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: A multilevel framework for assessing self‐regulated learning in school contexts: Innovations, challenges, and future directions. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Cleary%2C+Timothy+J%2E%22">Cleary, Timothy J.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Russo%2C+Michelle+R%2E%22">Russo, Michelle R.</searchLink> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Psychology+in+the+Schools%22">Psychology in the Schools</searchLink>. Jan2024, Vol. 61 Issue 1, p80-102. 23p. – Name: Subject Label: Subjects Group: Su Data: <searchLink fieldCode="DE" term="%22Self-regulated+learning%22">Self-regulated learning</searchLink><br /><searchLink fieldCode="DE" term="%22Protocol+analysis+%28Cognition%29%22">Protocol analysis (Cognition)</searchLink><br /><searchLink fieldCode="DE" term="%22School+psychologists%22">School psychologists</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+evaluation%22">Teacher evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Psychometrics%22">Psychometrics</searchLink><br /><searchLink fieldCode="DE" term="%22Professional+schools%22">Professional schools</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: As the importance of student self‐regulated learning (SRL) among school‐aged populations continues to increase, there is an emerging need for school psychologists and other school professionals to develop the knowledge and skills to effectively assess this process. The current paper provides a conceptual and empirical overview of a multimethod SRL diagnostic assessment framework included as part of the Self‐Regulation Empowerment Program (SREP). In addition to providing information about the operation and sequence of the SREP diagnostic assessment process, the current paper underscores the commonly used measures of SRL (e.g., self‐report questionnaires, teacher rating scales, SRL microanalysis, think‐aloud protocols) and provides evidence supporting their psychometric rigor and utility in school settings. This paper also serves as a roadmap that school psychologists can use to increase the frequency and quality of school‐based SRL assessments. Future research directions regarding the SREP diagnostic assessment process are also emphasized. Practitioner points: The diagnostic assessment framework of the Self‐Regulation Empowerment Program (SREP) details a clear process for conducting school‐based self‐regulated learning (SRL) evaluationsAptitude and event measures of SRL can be used to generate unique yet complementary information about a student's SRL skills and processesIdentifying the contexts, content areas, or learning activities in which students struggle helps to inform the nature and focus of an SRL evaluation [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Psychology in the Schools is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=174180890 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1002/pits.23035 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 23 StartPage: 80 Subjects: – SubjectFull: Self-regulated learning Type: general – SubjectFull: Protocol analysis (Cognition) Type: general – SubjectFull: School psychologists Type: general – SubjectFull: Teacher evaluation Type: general – SubjectFull: Psychometrics Type: general – SubjectFull: Professional schools Type: general Titles: – TitleFull: A multilevel framework for assessing self‐regulated learning in school contexts: Innovations, challenges, and future directions. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Cleary, Timothy J. – PersonEntity: Name: NameFull: Russo, Michelle R. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Text: Jan2024 Type: published Y: 2024 Identifiers: – Type: issn-print Value: 00333085 Numbering: – Type: volume Value: 61 – Type: issue Value: 1 Titles: – TitleFull: Psychology in the Schools Type: main |
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