ERIC Number: EJ1439244
Record Type: Journal
Publication Date: 2024-Sep
Pages: 20
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0256-2928
EISSN: EISSN-1878-5174
Assessing Self-Regulated Processes: What Do Primary School Students Do, Say and Think in the Process of Understanding a Text?
European Journal of Psychology of Education, v39 n3 p2531-2550 2024
Self-regulation has a positive impact on learning and academic achievement, but due to its nature, it is difficult to assess it in a valid and reliable manner. This study aims to explore the validity of three self-regulation assessment methods in text comprehension tasks (questionnaire, think-aloud and traces) as well as to identify the variables associated with reading performance. For this purpose, individual sessions were conducted with 96 sixth-grade primary education students, who were asked to read a text and complete two reading comprehension tasks working in a virtual environment. Task traces were recorded, think-aloud was recorded and coded, and participants answered a self-report questionnaire about the strategies used. A limited relationship was found between self-regulation measured by means of the questionnaire, think-aloud and traces, and the relationship between think-aloud and traces was moderate. Regarding the factors related to text comprehension task performance, think-aloud and task time measurements were found to be better predictors of performance than the questionnaire.
Descriptors: Elementary School Students, Grade 6, Reading Comprehension, Electronic Books, Self Management, Learning Strategies, Reading Achievement, Protocol Analysis, Self Evaluation (Individuals), Test Reliability, Test Validity
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 6; Intermediate Grades; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A