Examining the Role of Self-Regulated Learning Microanalysis in the Assessment of Learners’ Regulation

ABSTRACT

We examined the degree of convergence among self-regulated learning microanalysis, measures of metacognitive monitoring, and a self-regulated learning questionnaire during reading. Participants' reported strategy use during reading, as measured by self-regulated learning microanalysis, was significantly related to scores on a self-regulated learning questionnaire. Self-monitoring on the microanalytic protocol was significantly related to a measure of metacognitive monitoring as well as to participants' item-level confidence judgments. Participants who made strategy attributions for performance tended to have higher scores on the measure of reading comprehension. Strategic planning and strategy use during reading of the text also predicted comprehension. Implications and future directions for the study of self-regulated learning microanalysis are discussed.

KEYWORDS:

• Metacognition
• microanalysis
• reading comprehension
• self-regulated learning
• strategies

Endnotes

Notes

1. The course from which participants were sampled covers assessment and evaluation topics, including standardized testing and scores, in the third unit. The study was administered and completed prior to the third unit.

2. The Self-Regulation Strategy Inventory (SRSI; Cleary, 2006) was also administered to participants. Obtained findings based on the SRSI were largely similar to those obtained based on the MSLQ, providing consistent evidence of convergence between SRL microanalysis and the SRL questionnaires. Findings are presented only for the MSLQ based on the strong correlation between the SRL self-report questionnaire measures.