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gStudy traces of children’s self-regulated learning in the Lifecycles Learning Kit

Author(s): Nancy E. Perry | Carolyn Thauberger | Lynda Hutchinson

Journal: Psychological Test and Assessment Modeling
ISSN 2190-0493

Volume: 52;
Issue: 4;
Start page: 432;
Date: 2010;
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Keywords: self-regulated learning | motivation | text comprehension | children | observation logs

Evidence is accumulating that young children engage in self-regulated learning (SRL). One challenge is obtaining valid and reliable measures of children’s SRL. The gStudy software and its associated Learning Kits hold promise in this regard. We used gStudy to trace grade 1 children’s SRL as they studied the lifecycle of frogs in the Lifecycles Learning Kit (LLK). Children studied two interactive information texts that described the lifecycle of frogs and provided opportunities for SRL. After reading each text, children completed note templates configured for recording observations, asking questions, making predictions, and self-evaluating learning. Finally, they used gStudy’s concept mapping tool to group key concepts across texts. gStudy traces of children’s SRL, responses to comprehension questions, observation logs, self-evaluation templates, and concept maps were analyzed for evidence of (a) what children learned and (b) how they regulated learning. Results indicated participants achieved high text-based comprehension and high SRL. Also, statistically significant positive correlations existed between teachers’ ratings of students’ achievement and students’ achievement on LLK tasks, and between students’ SRL in the LLK and their achievement on LLK tasks. Children reported high motivation for studying with the LLK. Qualitative analyses of children’s observation logs and concept maps reveal their depth of understanding.
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