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ERIC Number: ED518481
Record Type: Non-Journal
Publication Date: 2009-Aug
Pages: 7
Abstractor: As Provided
Reference Count: 1
ISBN: N/A
ISSN: N/A
How Well Do Microanalytic Measures of Academic Self-Regulation Predict Teacher Ratings of Student Self-Regulated Learning in Science?
DiBenedetto, Maria K.
Online Submission, Paper presented at the Annual Meeting of the American Psychological Association (117th, Toronto, Ontario, Canada, Aug 6-9, 2009)
The purpose of the current investigation was to establish the validity of microanalytic measures used to assess students' self-regulation of an academic science task, not only in terms of immediate achievement, but also in terms of a well-established "person" measure of self-regulated learning. Person measures are designed to capture enduring characteristics of learners that are evident over time. The Rating Student Self-Regulated Learning, A Teacher Scale (RSSRL) is a scale for measuring the self-regulatory behavior of students after teachers have observed students' self-regulatory behavior for a period of time. Fifty-one high school students were chosen based on their 10th grade scores in science. Regression analyses suggest that the microanalytic methodology is a valid measure of students' self-regulation when studying and learning about tornadoes according to a previously well-established measure of self-regulation. In addition to predictive power, microanalytic event measures have the additional advantage of providing a detailed account of students' forethought, performance, and self-reflection phase subprocesses. (Contains 2 tables.)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: Elementary Secondary Education; High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A