Assessing self-regulated learning in higher education: a systematic literature review of self-report instruments

Published on Aug 1, 2016in Educational Assessment, Evaluation and Accountability
· DOI :10.1007/S11092-015-9229-2
Anne Roth3
Estimated H-index: 3
(Technische Universität Darmstadt),
Sabine Ogrin3
Estimated H-index: 3
(Technische Universität Darmstadt),
Bernhard Schmitz23
Estimated H-index: 23
(Technische Universität Darmstadt)
The growing interest in the field of learning strategies has led to an increasing number of studies and, with that, the development of numerous instruments to measure the use of self-regulated learning (SRL) strategies. Due to the complexity of this research field, the types of assessment methods are diverse. For this reason, we conducted a systematic review of self-report instruments that measure SRL in higher education and highlight their main characteristics. In doing so, we applied the general principles of systematic reviewing—we conducted a systematic search of established psychological and educational databases with previously defined inclusion criteria and applied a multistage filtering process. In an additional step, we examined a subsample of nine established instruments in terms of their implementation characteristics, psychometric properties, and additional characteristics. The results illustrate the distribution of self-report instruments used in higher education and point to a growing use of course- or domain-specific questionnaires over the past decades as well as a lack of emotional and motivational regulation scales.
📖 Papers frequently viewed together
3,278 Citations
1,466 Citations
143 Citations
#1Philip H. Winne (SFU: Simon Fraser University)H-Index: 68
New methods for gathering and analyzing data about events that comprise self-regulated learning (SRL) support discoveries about patterns among events and tests of hypotheses about roles patterns play in learning. Five such methodologies are discussed in the context of four key questions that shape investigations into patterns in SRL. A framework for this review is provided by a model that structures SRL in terms of: conditions of a task, operations, products generated by operations, evaluations ...
62 CitationsSource
AbstractThe objective of this exploratory study was to describe patterns in self-regulated learning (SRL) for both high school students and college freshmen while engaged in a design activity. The main research question guiding this study was: How did high school and first-year college students self-regulate their approaches to learning when engaged in an engineering design project? Specific focus was given by exploring how these two groups of students engaged in (1) task interpretation in relat...
10 Citations
#1Enrique J. Lopez (CU: University of Colorado Boulder)H-Index: 6
#2Kiruthiga Nandagopal (Stanford University)H-Index: 13
Last. John H. Penn (WVU: West Virginia University)H-Index: 15
view all 5 authors...
This study sought to identify ethnically diverse students' study strategies in organic chemistry and their relationships to course outcomes. Study diaries, concept maps, and problem sets were used to assess study outcomes. Findings show that students engage in four commonly used reviewing-type strategies, regardless of ethnic group affiliation. However, these common strategies were rarely associated with students' problem solving, concept mapping, or course performance. In addition, students sel...
32 CitationsSource
#1Paul R. Pintrich (UM: University of Michigan)H-Index: 71
#2Teresa GarciaH-Index: 8
127 CitationsSource
#1Jeffrey A. Greene (UNC: University of North Carolina at Chapel Hill)H-Index: 32
#2Leigh Anna Hutchison (UNC: University of North Carolina at Chapel Hill)H-Index: 1
Last. Helen Crompton (UNC: University of North Carolina at Chapel Hill)H-Index: 14
view all 4 authors...
Abstract Winne and Hadwin (2008) identified four phases of self-regulated learning (SRL) including defining the task, setting goals and making plans, studying (i.e., learning), and adaptation. The vast majority of SRL research has focused on processing during the third phase, studying. In this study, we developed coding rubrics that allowed us to examine how the results of college students’ processing during phases one and two of Winne and Hadwin’s model, task definitions and plans, affected the...
35 CitationsSource
#1Anastasia Kitsantas (GMU: George Mason University)H-Index: 46
#2Panagiota Kitsantas (GMU: George Mason University)H-Index: 14
Last. Thomas KitsantasH-Index: 1
view all 3 authors...
The purpose of this exploratory study was to assess the relative importance of a number of variables in predicting students’ interest in math and/or computer science. Classification and regression trees (CART) were employed in the analysis of survey data collected from 276 college students enrolled in two U.S. and Greek universities. The results revealed that American students reporting high levels of barrier coping self-efficacy tended to show more interest in these fields. American students, h...
2 Citations
#1Wai Kin YipH-Index: 2
#2Siti Zubaidah Mordiffi (The Joanna Briggs Institute)H-Index: 9
Last. Emily Ang (NUS: National University of Singapore)H-Index: 17
view all 3 authors...
Aim The aim of this review was to analyse the literature critically and present the best available evidence related to quality of life (QoL) instruments that consists of all four subscales of physical, psychological, social and spiritual, which can be used in the clinical setting to assess adult patients with cancer on chemotherapy. Inclusion criteria This review included randomised control trials and observational studies without control group related to QoL instruments used for cancer chemothe...
5 CitationsSource
#1Melanie SchütteH-Index: 2
#2Joachim WirthH-Index: 15
Last. Detlev LeutnerH-Index: 53
view all 3 authors...
Zusammenfassung. Der vorliegende Beitrag beschaftigt sich mit den lernstrategischen Teilkompetenzen Auswahl geeigneter Lernstrategien und Anwendung von Lernstrategien beim selbstregulierten Lernen aus Sachtexten, ihrer spontanen Nutzung sowie ihrem Zusammenhang mit Lernerfolg. In diesem Rahmen sollen neue Verfahren zur separaten Erfassung der Teilkompetenzen evaluiert werden und es soll uberpruft werden, inwiefern die separate Erfassung der verschiedenen Teilkompetenzen zur Identifikation lernst...
2 CitationsSource
The predictive validity of the Academic Self-regulated Learning Scale (A-SRL-S) was determined using Grade Point Average (GPA) as the criterion. This prediction is supported by the social cognitive framework where the use of such learning strategies results to the improvement of students’ grades. Previous studies are also consistent in establishing the notion that self-regulation strategies account largely on the increase of students’ grades. The A-SRL-S was administered to 2052 Filipino college...
5 Citations
#1Anne Allgaier (University of Freiburg)H-Index: 2
#2Andreas LachnerH-Index: 12
Last. Matthias Nückles (University of Freiburg)H-Index: 22
view all 7 authors...
Um Einblicke in das Selbststudium zu bekommen, wurden Self-Monitoring-Tagebucher von 157 Studierenden analysiert. Die Ergebnisse deuten darauf hin, dass Studierende Wiederholungsstrategien bevorzugten, um sich auf Prufungen vorzubereiten, obwohl verstandnisorientierte Lernstrategien zu besseren Prufungs­leistungen beitrugen. Mit Hilfe der Self-Monitoring-Tagebucher konnten typische Lernverlaufe abgebildet und Zusammenhange, zum Beispiel zwischen Lernstrategien, Stress und Prufungs­leistungen, er...
8 CitationsSource
Cited By70
#2Nasim Ghanbari (Persian Gulf University)H-Index: 3
This study aimed to integrate self-regulation strategies into dynamic assessment procedures of listening comprehension in an EFL setting and examine the possibility of raising EFL students’ listening comprehension and self-regulation skills. In addition, it explored the possibility of enhancing EFL learners’ potential scores in listening comprehension and self-regulation through applying self-regulation activities as a tool for motivating learners while being assessed. The assessment procedure w...
#1Jordi Colomer (University of Girona)H-Index: 22
#2Teresa Serra (University of Girona)H-Index: 22
Last. Dolors Cañabate (University of Girona)H-Index: 7
view all 4 authors...
This article presents and explores a framework for self-directed competence development (SDCD) for tertiary students to advance conceptual understanding and practical applications of self-developme...
#1Jian Li (BNU: Beijing Normal University)H-Index: 6
#2Xue Eryong (BNU: Beijing Normal University)H-Index: 3
This study aims to explore the new directions towards internationalization of higher education in China during post-COVID 19. The systematic literature review is applied as an evidence-based policy...
#1Jaclyn Broadbent (Deakin University)H-Index: 16
#2Stefanie J. Sharman (Deakin University)H-Index: 19
Last. Matthew Fuller-Tyszkiewicz (Deakin University)H-Index: 26
view all 4 authors...
Abstract The literature regarding formative assessment and Self-Regulated Learning (SRL) has focused on the ways in which formative assessment improves SRL. This study, on the other hand, evaluated whether SRL characteristics impact successful engagement with formative assessment, and subsequent summative performance in both online and blended learning contexts. Ninety-six blended and 85 online learners completed a formative assessment task, received feedback, and then resubmit the assessment fo...
Purpose of the study: The study aimed to discover the learning strategies of distance learners and their relationship with their intrinsic and extrinsic motivation. Methodology: The study followed a quantitative correlational research design. The study sample comprised 550 female and male students enrolled as distance learners at the university level. The tool of learning strategies MSLQ was adopted from Pintrich et al. (1991) and the scale of intrinsic and extrinsic motivation was adopted from ...
#1Manuela Benick (Saarland University)H-Index: 1
#2Laura Dörrenbächer-Ulrich (Saarland University)H-Index: 3
Last. Franziska Perels (Saarland University)H-Index: 13
view all 4 authors...
#1Chinedu J. Okere (China University of Petroleum)H-Index: 2
#2Guandong Su (China University of Petroleum)H-Index: 2
Last. Chengwei Tan (China University of Petroleum)
view all 5 authors...
#1Cristina Casadevante (UAM: Autonomous University of Madrid)
#2Tuulia M. Ortner (University of Salzburg)H-Index: 13
Last. José Santacreu (UAM: Autonomous University of Madrid)H-Index: 15
view all 5 authors...
The aim of this research is to analyse the relevance of speed response and its regulation for learning. In order to avoid the biases of self-reports, we used a computerized objective test, The Category Learning Test (CLT). It measures the student’s actual behaviour while completing a learning task. In the first study (N = 41), we found that university students that achieved a high learning index performed slower than their mates did (t (37) = −4.05, p < .001, η2 = .307). Therefore, acting too fa...
Learning disposition strategies (setting goals, managing time, and organizing resources) are key to self-regulated learning and student performance and so they should be measured as accurately as possible. However, instruments to measure learning strategies are too general to evaluate dispositional strategies. The aim of this study was to design and analyze the psychometric properties of a learning disposition strategy instrument for university students, which was administered to a convenience s...