1. Measuring Self-Regulated Learning: Issues and Innovations
A Multi-Method Approach to Examining Self-Regulated Learning with the Latest Classroom Technology
Measuring Self-Regulated Learning: Issues and Innovations
Daniel C. Moos, PhD

2. Overview of Presentation
Overview of Research Agenda
Guiding Theoretical Framework
Description of SRL Measure
Advancement of our understanding of SRL
Limitations and Future Methodological Directions
Daniel C. Moos, PhD
Department of Education
Gustavus Adolphus College
AERA 2013

3. Overview of Research Agenda (I)
Non-linear
Multiple
Representations
Daniel C. Moos, PhD
Department of Education
Gustavus Adolphus College
AERA 2013
Daniel C. Moos, PhD
Department of Education
Gustavus Adolphus College
AERA 2013

4. Overview of Research Agenda (II)
During class…
For homework…
Lecture/ Direct Instruction
Individual worksheet

5. Overview of Research Agenda (III)
During class…
For homework…
Collaborative worksheet
Video/Podcast: Lecture (technology supported)

6. Department of Education Gustavus Adolphus College
Theoretical Frameworks
Social Cognitive Approach (Schunk & Zimmerman, 2013; Zimmerman, 2008)
Daniel C. Moos, PhD
Department of Education
Gustavus Adolphus College
AERA 2013

7. Description of SRL Measure (I)
Aptitude
Event
Self-Report
(MSLQ, LASSI)
Error detection tasks, log file analyses OR
Daniel C. Moos, PhD
Department of Education
Gustavus Adolphus College
AERA 2013

8. Description of SRL Measure (II)
Concurrent think-aloud (Ericsson, 2006; Ericsson & Simon, 1994 )
Verbalizing thoughts during learning will not disrupt the learning process, if the “…subjects verbalizing their thoughts while performing a task do not describe or explain what they are doing” (Ericsson & Simon, 1993, pg. xiii).
If subjects are not asked to reflect, describe, and/or explain their thoughts during learning, but rather are asked to simply verbalize thoughts entering their attention, then it is assumed that the sequence of thoughts will not be disrupted.
Limitations to be discussed…
Daniel C. Moos, PhD
Department of Education
Gustavus Adolphus College
AERA 2013

9. Description of SRL Measure (III)
A sample…
MONITORING
Understanding
Content - - + +
“That diagram is totally irrelevant”
“This makes total sense…”
“I don’t get this…”
“That had really good information”

10. Description of SRL Measure (IV)
STRATEGIES
COIS
Draw
Search
Inferences
Memorize
Reread
Review Notes
Summarize
Take Notes

11. Description of SRL Measure (IV)
Aptitude
Event
Self-Report
(MSLQ, LASSI)
Error detection tasks, log file analyses
AND
Daniel C. Moos, PhD
Department of Education
Gustavus Adolphus College
AERA 2013

12. Description of SRL Measure (V)
Concurrent Think aloud
MSLQ
Bernacki et al 2014
Daniel C. Moos, PhD
Department of Education
Gustavus Adolphus College
AERA 2013
MSLQ

13. Advancement of our understanding of SRL
Multi-method approach (concurrent think-aloud + self-report)
1. Interaction within performance phase
Sequential, temporal characteristics of SRL/ patterns of SRL (e.g., Azevedo, 2014)
2. Interaction between forethought and performance phase
Importance of motivation orientations (Moos, 2014)
Importance of personal goals (Winne, 2014)
Daniel C. Moos, PhD
Department of Education
Gustavus Adolphus College
AERA 2013

14. Limitations and Future Methodological Directions
Validity issues arise with younger students and/or novices?
Consumption of limited cognitive resources, particularly for non-experts working on complex tasks (Shraw, 2010);
“Do young students have the ability and sophistication to verbally express utterances that represent (and are coded as) SRL processes and can be both coded by researchers and externalized to others during collaborative tasks that involve negotiation, shared task understanding” (Azevedo, 2014; p. 223)
Capturing motivation
What motivation constructs matter?
When should motivation be measured during learning?
Experimental Setting and Additional Measures
Measures in more authentic settings (Perry)
Students’ perceptions (Cleary)
Multi-method (Azevedo)
Daniel C. Moos, PhD
Department of Education
Gustavus Adolphus College
AERA 2013

15. Roger Azevedo, Matt Bernacki, Tim Cleary, Nancy Perry, Dale Schunk
Acknowledgments:
Roger Azevedo, Matt Bernacki, Tim Cleary, Nancy Perry, Dale Schunk
Contact Information:
Website: homepages.gac.edu/~dmoos