Measuring Self-Regulated Learning Processes through Tracking Patterns of Student Interaction with Achievement Activities

By Mary D. Ainley, L. Patrick. 2006

145 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/936157d6a45a3e0ff2356b5951794ee452d559a0

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In Developmental and Educational Psychology

In Experimental and Cognitive Psychology

In Social Psychology

Citations in the corpus

Consistency, longitudinal stability, and predictions of elementary school students' task interest, success expectancy, and performance in mathematics (2018, methodology): “As both single-item and post-task measures have been successfully used in previous studies (Ainley & Patrick, 2006; Durik & Harackiewicz, 2007; Gogol et al., 2014; Silvia, 2003), this should not be taken as a serious threat to the validity of the findings.”
Regulation of emotions in socially challenging learning situations: an instrument to measure the adaptive and social nature of the regulation process (2013, background): “However, in regard to AIRE, neither one of these approaches to test reliability are appropriate if they are employed and interpreted conventionally (Ainley & Patrick, 2006).”
Addressing complexities in self-regulated learning: a focus on contextual factors, contingencies, and dynamic relations (2015, background): “Methodologies common to SRL research include self-report questionnaires (Ainley and Patrick 2006; Karabenick et al. 2012; Pintrich 2004), think-aloud protocols (Azevedo 2005b; Greene et al.”
Revisiting the Conceptualization, Measurement, and Generation of Interest (2011, background): “Ainley and Patrick (2006) argued that even a single item may be sufficient for identifying the state of interest as an emotion (e.g., following the reading of text with a Likert rating of level of activation from bored to interested; see also discussions in Calder & Staw, 1975; Reeve, 1989).”
Examining self-efficacy during learning: variability and relations to behavior, performance, and learning (2015, methodology): “A single-item approach has been employed in prior studies of self-regulation during athletic practice (Cleary and Zimmerman 2001 ) and by Ainley and Patrick (2006).”
The Grass Is Greener in Non-Science, Technology, Engineering, and Math Classes (2014, methodology): “…fluctuates both during a given learning activity and across longer periods of time (e.g., an academic semester), measuring interest at a single point in time or averaging interest across time can miss important patterns of variability (Ainley, 2006; Ainley & Patrick, 2006; Sansone & Thoman, 2005b).”
Within-person analyses of situational interest and boredom: Interactions between task-specific perceptions and achievement goals. (2014, background): “However, most of these studies have focused on the direct or indirect link between achievement goals and achievement emotions (e.g., Ainley & Patrick, 2006; Daniels et al., 2009; Pekrun, Elliot, & Maier, 2006, Pekrun et al., 2009).”
The role of students' motivation and participation in predicting performance in a MOOC (2016, background): “For some time it has been argued that single items can be used to measure psychological constructs, such as motivation and job satisfaction, when the constructs are sufficiently narrow, clear and unambiguous (e.g., Ainley & Patrick, 2006; Wanous, Reichers, & Hudy, 1997).”
Situational interest and learning: Thirst for knowledge (2014, background): “In a similar vein, Ainley and Patrick (2006) proposed that situational interest can be triggered by a learning task and if the information flow regarding the task is at a steady rate it matches or maintains the initial level of activation.”
Interest, enjoyment and pride after failure experiences? Predictors of students’ state-emotions after success and failure during learning in mathematics (2011, background): “While many of these studies have measured emotions at the generalised level, studies such as Ainley and Patrick (2006) have reported the same relation between mastery goal orientation and interest when interest is measured as an on-task state. On the other hand, performanceavoidance goal orientation”