Measuring individual differences in students' knowledge about self-regulated learning strategies with a digital tool

Abstract

For successful self-regulated learning (SRL), students need a repertoire of strategies and knowledge about how and when to use these strategies effectively. This strategy knowledge (SK) is essential for academic achievement but varies depending on student characteristics. Using the digital tool CleveR, SK tests about cognitive strategies, metacognitive strategies, time management, management of the learning environment, self-control, and motivation regulation were employed to capture individual differences in SK. This longitudinal study involved Nt1=595 / Nt2=408 lower secondary school students. Analyses revealed acceptable reliability and item fit values (Rasch analysis) of the SK tests. Except for self-control, higher SK scores were associated with gender (favouring females), higher SES, and a growth mindset, showing similar associations regardless of the SRL component. For academic achievement, SK of cognitive strategies and SK of time management were especially important predictors. Overall, the digital SK tests contribute to assessing individual differences in students' SK.
Educational relevance: Accomplished self-regulated learners know various strategies to plan, monitor, and regulate their learning. They possess strategy knowledge (SK), which informs them how and when to use strategies efficiently. Using a newly developed digital tool, which included SK tests, we assessed students' SK regarding six SRL (sub)components (e.g., motivation regulation, time management). The results revealed that male gender, low socio-economic status, and a fixed mindset are risk factors for poor SK. SK predicted academic achievement, SK of cognitive strategies and time management were particularly relevant. The developed tests can help teachers assess SK and support students at their current level.