Assessing Self-Regulation as a Cyclical, Context-Specific Phenomenon: Overview and Analysis of SRL Microanalytic Protocols

By T. Cleary, G. L. Callan, B. Zimmerman. 2012

215 citations recorded by the source corpus.

The primary purpose of this paper is to review relevant research related to the use of an assessment technique, called Self-Regulated Learning (SRL) Microanalysis. This structured interview is grounded in social-cognitive theory and research and thus seeks to evaluate students' regulatory processes as they engage in well-defined academic or nonacademic tasks and activities. We illustrate the essential features of this contextualized assessment approach and detail a simple five-step process that researchers can use to apply this approach to their work. Example questions and administration procedures for five key self-regulation subprocesses (i.e., including goal-setting, strategic planning, monitoring, self-evaluation, and attributions) are highlighted, with particular emphasis placed on causal attributions. The psychometric properties of SRL microanalytic assessment protocols and potential areas of future research are presented.

Subfields: Communication, Developmental and Educational Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/497f58254bc2c7a6b2ac62811e5d8e69a33deee4

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In Communication

1. Hanna Järvenoja
2. Jonna Malmberg
3. Sanna Järvelä
4. Lin Sophie Teng
5. Ernesto Panadero
6. Roger Azevedo

In Developmental and Educational Psychology

1. Hanna Järvenoja
2. Jonna Malmberg
3. Sanna Järvelä
4. P. Evans
5. Peter Miksza
6. M. Osborne
7. Gary E. McPherson
8. Lin Sophie Teng

In Social Psychology

1. M. Osborne
2. Gary E. McPherson
3. P. Evans
4. Peter Miksza
5. Sanna Järvelä
6. Hanna Järvenoja
7. Jonna Malmberg
8. Lin Sophie Teng

Citations in the corpus

• Understanding Regulated Learning in Situative and Contextual Frameworks (2015, methodology): “Researchers have developed process-oriented methods (Volet & Vauras, 2013) and microanalytical protocols (Cleary et al., 2012) to identify traces of regulation as temporally unfolding events (Perry & Winne, 2013).”
• Individual differences in self-regulated learning: Exploring the nexus of motivational beliefs, self-efficacy, and SRL strategies in EFL writing (2021, background): “It is suggested that conducting actual observations, behavioral measures, or microanalysis of SRL strategies would provide rich data for revealing self-regulatory processes (Cleary, Callan, & Zimmerman, 2013; Zhang, Thomas, & Qin, 2019).”
• Applying self-regulated learning microanalysis to study musicians’ practice (2019, methodology): “Microanalysis has also shown that high performing individuals tend to set more specific goals, approach tasks more strategically, and make strategic attributions and adaptations following failure or poor performance on a task (Cleary et al., 2012).”