Introduction: Using Qualitative Methods to Enrich Understandings of Self-Regulated Learning

TLDR: In the context of self-regulated learning (SRL), a growing interest among "students" of SRL in finding ways to study this phenomenon in real contexts and real time, in events rather than as aptitudes (Winne & Perry, 2000; as mentioned in this paper ).

Abstract: The articles appearing in this special issue of the Educational Psychologist were originally presented in a symposium at the annual conference of the American Educational Research Association (April, 2000). They reflect a growing interest among “students” of self-regulated learning in finding ways to study this phenomenon in real contexts and real time, in events rather than as aptitudes (Winne & Perry, 2000). Theorists have used the term self-regulated learning (SRL) to describe independent, academically effective forms of learning that involve metacognition, intrinsic motivation, and strategic action (Winne & Perry, 2000; Zimmerman, 1990). The preponderance of research over the past quarter century has measured SRL as an aptitude. Traditionally, aptitudes have been defined as in person, across situation characteristics—relatively enduring attributes of an individual that can be aggregated over or abstracted from behavior across multiple events (Winne & Perry, 2000, p. 534). Predominantly, investigations of SRL relied on survey methods to assess students’ self-reports of actions generalized across settings and situations (e.g., students are asked to indicate what strategies they typically use to prepare for tests or do academic work). These investigations have revealed many facets of SRL (e.g., learners’ ability to analyze task parameters, monitor progress toward an end goal, and apply effective strategies to keep them on course), how they relate to one another, and how they relate to outcomes we value (e.g., successful task completion). However, they do not reveal what learners actually do, versus what they say they do, or how features of a particular learning context can influence what learners generally think and do. Investigations of SRL in events address these limitations by providing opportunities to take snapshots of students’ actions embedded in a larger, longer series of situations that unfold over time. Increasingly, SRL theorists and researchers are emphasizing the need for research in educational psychology in general, andSRLinparticular, toattend to the roleofcontext inshaping students’ cognitions and motivations (Anderman & Anderman, 2000; Pintrich, 1994). This emphasis accompanies the growing interest in sociocognitive, socioconstructivist, and sociocultural theories of learning, and the realization that, tobeecologicallyvalidandpractically relevant,our researchmustbroaden its focus to reflect individuals acting within psychological, disciplinary, social, and cultural contexts (Goodenow, 1992; Solomon, 1995). This new emphasis has implications for how we study phenomena such as SRL and prompts reconsideration of traditional distinctions between aptitudes for SRL in and across events (Stanford Aptitude Seminar, 2001). Sociotheories prompt investigations of SRL in naturalistic contexts using methods and measures that can be adapted by researchers and teachers to suit the unique characteristics of a particular teaching and learning environment (Paris & Paris, 2001; Randi & Corno, 2000). Such measures are intended to capture students recognizing specific opportunities to engage in SRL (e.g., a student expresses, “Wow, this is hard,” while working on a math problem) and thenexercisingSRLin that situation(e.g., thestudent takesout apieceofpaper tomakea table that reflectsaspectsof theproblem). Also, such measures are intended to capture the extent to which students’ aptitudes for SRL differ across settings and situations. Designing such measures requires that researchers consider aptitudes for SRL as in-person, in-situation characteristics and ask questions such as the following: