Self-regulated learning in primary school-aged children

Reflective self-regulation is a prerequisite for independently tackling complex learning tasks. It serves to align one’s own actions with personal goals, taking into account the conditions and requirements of the learning situation. This doctoral research project aims to develop a practice-oriented, context-sensitive perspective on self-regulated learning among children in Years 1 and 2, building on existing competences and drawing on the everyday practice of school-based learning. Building on the work of Boekaerts et al. (2000), it is assumed that learning goals interact with and compete against other goals, such as those relating to personal well-being. The study investigates which situational and individual conditions are significant for these objectives among primary school children, which regulatory processes (and with what consequences) can be observed, and how children reflect on their learning. The findings of this research are intended to provide long-term guidance for lesson planning in primary schools.

Observations and video recordings of everyday school life form the starting point for the analysis of children’s self-regulatory activities when tackling learning tasks. These observations are supplemented by interviews. The methodological framework of the study is based on Grounded Theory (Strauss, 1994). The research question for the observation is: How do pupils in Years 1 and 2 approach school-based learning tasks? Which aspects and processes of self-regulated learning become apparent in this context? In a second step, interviews are conducted with the following research question: How do pupils talk about and reflect on (their) learning actions and strategies? What are their conceptions of learning and school? In the comparative analysis of the data from both methodological approaches, learning actions and strategies will be examined in terms of their self-regulatory aspects and analysed in terms of their dimensions, conditions, interactions and consequences.

References:
Boekaerts, M. & Markku, N. (2000). Self-regulated learning. Finding a balance between learning goals and ego-protective goals. In: M. Boekaerts, P. Pintrich & M. Zeidner (Eds.), Handbook of self-regulation (pp. 417–449). San Diego, CA: Academic Press.
Strauss, Anselm (1994). Foundations of qualitative social research. Munich: Wilhelm Fink.

Young Children and Self-Regulated Learning

Self-regulated learning can be viewed as a multi-component process involving motivation, goal-setting, strategic action and metacognitive monitoring of the course and outcomes of learning. It is described as a way of learning that not only imparts knowledge but also promotes the capacity for future learning and lifelong learning at the same time. Many studies have been carried out on self-regulated learning among older children and university students. In recent years, evidence has emerged that primary school children are capable of regulating their learning under certain conditions, and it is emphasised that the development of self-regulatory abilities should begin, at the latest, during primary school years.

This research examines self-regulated learning in the first and second years of school. Using a qualitative approach, observation, video observation and semi-structured interviews are conducted in three classes. The research questions are: 1. How do children self-regulate and co-regulate in learning situations? 2. What can children say about their own learning and learning in general? and 3. How are these two aspects related?

Whilst previous research focused on the general individual capacity for self-regulation, there is now a growing emphasis on self-regulated learning within its contextual and social framework. Learning takes place in specific domains under varying situational conditions, and several studies have shown that task structures, instruction and classroom climate may either promote or hinder self-regulated learning. These contextual aspects are taken into account, as are collaborative forms of learning, which are regarded as part of self-regulated learning.

• Moschner, B., Anschütz, A., Wernke, S. & Wagener, U. (in press). Measurement of epistemological beliefs and learning strategies of elementary school children. In: M. S. Khine (Ed.), Knowing, Knowlege, and Beliefs: Epistemological Studies across Diverse Cultures. New York: Springer.
• Gebken, U. & Wagener, U. (2006). The Oldenburg team research - cross-phase action research in school, school sport and extracurricular sport. In: A. Hummel & M. Schierz (Eds.). Studies on school sport development in Germany (pp.203-222). Schorndorf: Hofmann.
• Moschner, B & Wagener, U. (2006). Learning strategies - the path to learning success? An overview of the state of research on learning strategies. In: Primary School 7-8/06, 48-50.
• Fichten, W. & Wagener, U. (2005). Spiegelung in der Praxisreflexion. journal für lehrerInnenbildung, 1/05, 47-52.
• Fichten, W. & Wagener, U. (2004). Effectiveness of research in large systems: Outline of an implementation model. In: State Institute for School. Jahrbuch 2004 der Schulbegleitforschung Bremen (pp.101-106). Bremen: Landesinstitut für Schule.
• Fichten, W., Wagener, U., Gebken, U., Beer, T., Junghans, C. & Meyer, H. (2004). Method reader for Oldenburg team research. Oldenburg: Oldenburg preprints.
• Fichten, W., Gebken, U. & Wagener, U. (Eds.) (2004). Yearbook II of Oldenburg team research. Oldenburg: Oldenburger Vordrucke.
• Wagener, U. (2000). Feeling, touching, grasping: Touch as perception and communication. Oldenburg: BIS.

• September 2006 Conference of the German Psychological Society, Nuremberg, 17 - 21 September 2006;

• Poster presentation: "Self-regulated learning and epistemological beliefs of primary school children"

• September 2006 10th International Conference on Motivation (with Summerschool), Koblenz-Landau, 25-30 September 2006, Conference of the EARLI SIG "Motivation and Emotion";

• Poster presentation: "Primary school children and self-regulated learning"

• August 2007 EARLI Budapest