SUPERVISOR: alieke van dijk
Topic
Learning is not something that happens to students; it is something that happens by students. In order to structure and shape their own learning process, students need self-regulative skills. However, there appear to be large differences between students’ self-regulation skills (i.e., availability deficiency). And if they do have these skills, it is not clear whether they actually use them (i.e., production deficiency).
Within this project, we will explore the differences between students with regard to self-regulation skills. Different interventions to support students’ self-regulation skill-development use a ‘one-size-fits-all approach’. However, to make sure that all students are able to develop and use these skills, it is relevant to investigate students’ current skills, their ability to use them, and whether students perceived self-regulation skills match a more objective measurement.
Method
In this study, we will use questionnaires/surveys to measure students’ perceived self-regulation skills, complemented with interviews with students and/or objective measures of students actual abilities to self-regulate their learning process.
References
Cleary, T.J. (2006). The development and validation of the self-regulation strategy inventory – Self-report. Journal of School Psychology, 44, 307-322.
Veenman, M.V.J., Kerseboom, L & Imthorn, C. (2000). Test anxiety and metacognitive 716 skillfulness: Availability versus production deficiencies. Anxiety, Stress, and Coping, 717, 391–412.
Zimmerman, B.J. (2008). Investigating self-regulation and motivation: Historical background, methodological developments, and future prospects. American Educational Research Journal, 45, 166-183.