ERIC Number: EJ979080
Record Type: Journal
Publication Date: 2012
Pages: 17
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0305-5698
EISSN: N/A
Self-Regulated Learning and Students' Perceptions of Innovative and Traditional Learning Environments: A Longitudinal Study in Secondary Education
Schuitema, Jaap; Peetsma, Thea; van der Veen, Ineke
Educational Studies, v38 n4 p397-413 2012
This study investigated the relationship between the development of students' self-regulated learning and students' perceptions of the learning environment in terms of autonomy support, the emphasis on relevance and collaborative learning. In addition, we compared innovative learning environments that aim to enhance self-regulated learning with traditional learning environments. Questionnaires for measuring self-regulated learning and perceptions of the learning environment were administered by 648 students. Self-regulated learning was measured at the start of secondary education and again half way through the first year. The results point to the importance of how students perceive the learning environment for self-regulated learning. There was a positive relationship between autonomy support and relevance and self-regulated learning. Furthermore, students in innovative environments perceived more autonomy support, more emphasis on relevance and more collaborative learning than those in traditional environments. Students in innovative environments, however, reported no more self-regulated learning than students in traditional environments. (Contains 4 tables.)
Descriptors: Questionnaires, Student Attitudes, Educational Environment, Educational Innovation, Longitudinal Studies, Personal Autonomy, Metacognition, Self Management, Correlation, Cooperative Learning, Secondary School Students
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A