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Qualitative Approaches to Investigating Self-Regulated Learning: Contributions and Challenges.

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Title: Qualitative Approaches to Investigating Self-Regulated Learning: Contributions and Challenges.
Authors: Butler, Deborah L.
Source: Educational Psychologist. Spring2002, Vol. 37 Issue 1, p59. 5p.
Subjects: Psychology of learning, Qualitative research
Abstract: The articles included in this special issue demonstrate how qualitative methodologies can be profitably employed to enhance understanding related to self-regulated learning (SRL) and the contexts that support it. This concluding discussion underlines ways in which these articles contribute to an understanding of SRL, with a particular focus on the advantages associated with the methodologies employed. Discussion centers on 4 themes that emerged across articles from authors' attempts to view SRL from a qualitative perspective. These themes include consideration of (a) how SRL should be defined, (b) investigating SRL in context, (c) documenting intervention-outcome linkages, and (d) the interplay between researchers', teachers', and students' co-constructions of theories of SRL. As part of the discussion in each section, the article highlights outstanding conceptual and methodological challenges for researchers and educators interested in SRL. [ABSTRACT FROM AUTHOR]
Copyright of Educational Psychologist is the property of Taylor & Francis Ltd 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.)
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  Data: The articles included in this special issue demonstrate how qualitative methodologies can be profitably employed to enhance understanding related to self-regulated learning (SRL) and the contexts that support it. This concluding discussion underlines ways in which these articles contribute to an understanding of SRL, with a particular focus on the advantages associated with the methodologies employed. Discussion centers on 4 themes that emerged across articles from authors' attempts to view SRL from a qualitative perspective. These themes include consideration of (a) how SRL should be defined, (b) investigating SRL in context, (c) documenting intervention-outcome linkages, and (d) the interplay between researchers', teachers', and students' co-constructions of theories of SRL. As part of the discussion in each section, the article highlights outstanding conceptual and methodological challenges for researchers and educators interested in SRL. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Educational Psychologist is the property of Taylor & Francis Ltd 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.)
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