Facilitating self-regulation in higher education through self-report

Effie Maclellan, Rebecca Soden

    Research output: Contribution to journalArticle

    13 Citations (Scopus)
    23 Downloads (Pure)

    Abstract

    For the purpose of examining a tool to enable students in higher education to systematically reflect on their own self-regulation, a modified version of the Martinez-Pons Scale of Self-Regulation was used in a cohort study of 75 first-year undergraduate students in a Scottish University. Statistical analyses of the data revealed that, consequent to the intervention, participants reported greater use of self-regulatory behaviour. The reported change is explored through the lenses of expertise, pedagogy and personal epistemology. While this study cannot explain the detail of this reported change, its purpose was nevertheless met insofar as a structured self-recording instrument, to focus and inform students on the nature and effectiveness of their current learning behaviour, could be a useful and readily-available pedagogic tool for higher education tutors who wish some support in their practice.
    Original languageEnglish
    Pages (from-to)95-110
    Number of pages16
    JournalLearning Environments Research
    Volume9
    Issue number1
    DOIs
    Publication statusPublished - 30 Apr 2006

    Keywords

    • learning
    • expertise
    • goal-setting
    • monitoring
    • motivation
    • pedagogy
    • personal epistemology
    • self-regulation
    • strategy implementation
    • higher education

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