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Secondary students’ self-regulated engagement in reading: researching self-regulation as situated in context

Author(s): Deborah L. Butler | Sylvie C. Cartier | Leyton Schnellert | France Gagnon | Matt Giammarino

Journal: Psychological Test and Assessment Modeling
ISSN 2190-0493

Volume: 53;
Issue: 1;
Start page: 73;
Date: 2011;
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Keywords: Self-regulation | learning through reading | cognitive strategies | metacognition | assessment | motivation

In this research, we drew on a model of self-regulated learning (SRL) (Butler & Cartier, 2005; Cartier & Butler, 2004) to investigate student engagement in learning through reading (LTR) as situated in context. Our overarching goals were to enhance theoretical understanding about SRL as situated, identify patterns in self-regulated learning through reading (LTR) for secondary students within and across classrooms, and continue developing productive methodological strategies for investigating SRL and LTR. To those ends, we employed a mixed-methods design to find patterns within and across 31 classrooms at multiple levels of aggregation. Participants were 646 secondary students engaged in curriculum-based LTR activities. Findings were derived from two coupled assessments: A self-report questionnaire and a performance-based measure of LTR. We used frequency, factor analytic, and cluster analyses to create descriptive profiles of SRL (across emotion, motivation, cognition, and metacognition). Main findings were: (1) important mismatches between students’ self-reported LTR engagement and the demands of LTR activities; (2) four coherent profiles of LTR engagement (actively engaged; disengaged; high stress/actively inefficient; passive/inactively efficient), (3) moderate links between students’ self-reported LTR profiles and LTR performance; and (4) differences in SRL profiles that reflected individual-context interactions. We close by distilling implications for understanding, researching, and fostering SRL as situated within naturalistic settings.
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