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Measuring availability and production of primary students' self-regulated learning strategies during inquiry-based science education

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Titel: Measuring availability and production of primary students' self-regulated learning strategies during inquiry-based science education
Autoren: Sins, P.H.M., Klaver, L.T., Brouwer,de, J., Eysink, T.H.S., Dijk,van, A.M.
Weitere Verfasser: Kenniscentrum Talentontwikkeling, Hogeschool Rotterdam
Quelle: Psychology in the Schools. (30 August 2025)
Verlagsinformationen: Hogeschool Rotterdam, 2025.
Wiley.
Publikationsjahr: 2025
Schlagwörter: assessment, inquiry-based science education, primary school students, self-regulated learning, teachers
Beschreibung: Supporting students' self-regulated learning (SRL) is essential in education, yet most interventions adopt a one-size-fits-all approach, overlooking individual differences in students' ability to engage in SRL. Tailored instruction requires reliable assessment tools that distinguish between students' availability (knowledge) and production (actual use) of SRL strategies—an important conceptual distinction that has not yet been operationalized. This study developed and validated the SRL-IBSL, a 17-item questionnaire assessing the availability and production of SRL strategies in the context of inquiry-based science learning among primary students. The instrument covers four key SRL strategies: Time and Effort Planning, Activation of Prior Knowledge, Monitoring of Behavior, and Monitoring of Learning. Validation results support the questionnaire's internal structure and reliability, with partial evidence for its convergent and discriminant validity. Moderate correlations with teacher appraisals and small group differences based on science competency levels suggest the questionnaire's potential for group-level assessment and instructional use. The SRL-IBSL provides a practical tool for researchers and educators to identify students' SRL profiles and adapt instruction accordingly, offering a promising step toward more personalized support for SRL in primary science education.
Publikationsart: article
Sprache: English
Zugangs-URL: https://surfsharekit.nl/public/c610aa30-85b4-4b55-8708-6771c051c0f4
https://surfsharekit.nl/objectstore/17a7a4f4-49b3-4836-b833-49f21c57f21c
Verfügbarkeit: http://www.hbo-kennisbank.nl/en/page/hborecord.view/?uploadId=sharekit_hr:oai:surfsharekit.nl:c610aa30-85b4-4b55-8708-6771c051c0f4
Dokumentencode: edshbo.sharekit.hr.oai.surfsharekit.nl.c610aa30.85b4.4b55.8708.6771c051c0f4
Datenbank: HBO Kennisbank
Beschreibung
Abstract:Supporting students' self-regulated learning (SRL) is essential in education, yet most interventions adopt a one-size-fits-all approach, overlooking individual differences in students' ability to engage in SRL. Tailored instruction requires reliable assessment tools that distinguish between students' availability (knowledge) and production (actual use) of SRL strategies—an important conceptual distinction that has not yet been operationalized. This study developed and validated the SRL-IBSL, a 17-item questionnaire assessing the availability and production of SRL strategies in the context of inquiry-based science learning among primary students. The instrument covers four key SRL strategies: Time and Effort Planning, Activation of Prior Knowledge, Monitoring of Behavior, and Monitoring of Learning. Validation results support the questionnaire's internal structure and reliability, with partial evidence for its convergent and discriminant validity. Moderate correlations with teacher appraisals and small group differences based on science competency levels suggest the questionnaire's potential for group-level assessment and instructional use. The SRL-IBSL provides a practical tool for researchers and educators to identify students' SRL profiles and adapt instruction accordingly, offering a promising step toward more personalized support for SRL in primary science education.