Domain-specific self-regulated learning interventions for elementary school students
Self-regulated learning has been deemed an essential skill that must be explicitly learned and repeatedly practiced for young students. The need for research on teacher-led self-regulated learning interventions embedded in regular classroom instructions has escalated steadily. We aimed to investigat...
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Published in | Learning and instruction Vol. 88; p. 101810 |
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Main Authors | , , , |
Format | Journal Article |
Language | English |
Published |
Elsevier Ltd
01.12.2023
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Subjects | |
Online Access | Get full text |
ISSN | 0959-4752 1873-3263 |
DOI | 10.1016/j.learninstruc.2023.101810 |
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Summary: | Self-regulated learning has been deemed an essential skill that must be explicitly learned and repeatedly practiced for young students. The need for research on teacher-led self-regulated learning interventions embedded in regular classroom instructions has escalated steadily.
We aimed to investigate self-regulated learning interventions' effectiveness led by teachers applicable to three primary subjects (i.e., writing, mathematics, reading) based on Zimmerman's cyclical model of self-regulated learning.
214 Korean upper elementary school students participated in a series of three intervention studies (nStudy1 = 70, nStudy2 = 69, nStudy3 = 75).
Trained homeroom teachers implemented the interventions—incorporating explicit instructions about domain-specific strategies in writing (Study 1), mathematics (Study 2), and reading (Study 3)—in Korean elementary school classrooms. Participants were assigned to one of the three groups: regular classroom instruction (REG), domain-specific strategy instruction (STR), and strategy instruction within the framework of eight-phase self-regulated learning instruction (STR + SRL).
Synthesized results revealed that the STR + SRL group used more self-regulated strategies, performed better in achievement tests, and was less distracted by task-irrelevant thoughts than the STR and REG groups.
Our interventions are compatible with domain-specific instructions in multiple subjects and can guide and prompt self-regulatory learning processes in elementary classrooms. Current findings also reiterate the importance of the teachers’ role in research-based interventions to increase ecological validity and applicability. We shed light on the potential mechanism that underlies the relationship between enhanced self-regulated learning and motivational and cognitive outcomes.
•Domain-specific self-regulated learning (SRL) interventions were developed.•Three studies examined interventions' effectiveness for elementary school students.•Trained homeroom teachers taught domain-specific strategies within the SRL cycle.•SRL interventions enhanced self-regulated strategy use and academic performance.•SRL interventions reduced task-irrelevant thoughts during task performance. |
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ISSN: | 0959-4752 1873-3263 |
DOI: | 10.1016/j.learninstruc.2023.101810 |