Fostering self-regulated learning: From clinical to whole class interventions

Article Article scientifique Article Fostering self-regulated learning: From clinical to whole class interventions eng 2017 author Hessels-Schlatter Christine 81625 author Hessels Marco G.P. 0000-0002-4018-1374 133842 author Godin Harmony 716854 author Spillmann Hildalill 633976 110-125 10.53841/bpsecp.2017.34.1.110 0267-1611 We describe the theoretical model underlying our interventions in metacognition and self-regulated learning (SRL). Our studies are the only ones in which all SRL components are trained in various learning domains and transfer between these domains is explicitly addressed, and that use both offline and online measures to evaluate the effects of the intervention. Pre-experimental and quasi-experimental studies in regular classes were conducted. Offline and online measures were used to evaluate the effects of the interventions. Self-regulated learning can be enhanced in students with learning difficulties and intellectual disabilities, as well as in typically developing students. Improved SR behaviours are accompanied by improved academic performance. Typical problems associated with data collecting using questionnaires (offline) were encountered. On the other hand, online measures require an important investment of resources. Therefore, the number of participants was limited in the observational studies, which makes generalisation more difficult. Furthermore, it must be acknowledged that quasi-xperimental studies are difficult to realise in a natural context. Interventions based on metacognition and self-regulated learning can be effectively implemented in various natural settings. The results of our first series of studies are very positive, but more studies with control groups and delayed post-test to assess maintenance of the learned skills are needed. Metacognition Self-regulated learning Clinical intervention Strategy instruction Dewey 370 109 Section des sciences de l'éducation 72 false 629 MEtacognition, Dynamic Assessment, Socio-adaptative competences and Inclusion (MEDASI) Educational and child psychology 34 1 e4c53697-ac43-4846-b12d-742c4877bb32 Article (Published version) Restricted Hessels-Schlatter-Hessels-Godin-SpillmannECP34.1.pdf 136535 application/pdf restrictedAccess Faculté de psychologie et des sciences de l'éducation / Section des sciences de l'éducation

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Fostering self-regulated learning: From clinical to whole class interventions	Educational and child psychology			2017	1,131	185

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