Turning the Kaleidoscope: What We See When Self-Regulated Learning is Viewed With a Qualitative Lens

By H. Patrick, Michael J. Middleton. 2002

181 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/93aea0d8388151b6c64172c260e7e28c215dcc72

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

In Education

Citations in the corpus

Self- and Social Regulation in Learning Contexts: An Integrative Perspective (2009, background): “Research on SRL in the classroom has highlighted these phenomena, with findings that young children's efforts to self-regulate during task performance is not merely determined by personal processes but rather influenced by environmental and behavioral variables in a reciprocal way ( Meyer & Turner, ”
Exploring the Contexts of Relationship Quality between Middle School Students and Teachers (2006, background): “In contrast, researchers examining self-regulation and emotional regulation in the classroom have tended to examine sets of beliefs and behaviors (see Patrick & Middleton, 2002; Perry, 1998; Perry, VandeKamp, Mercer, & Nordby, 2002; Schutz & Davis, 2000).”
Support of the collaborative inquiry learning process: influence of support on task and team regulation (2012, background): “Students regulate their interaction by discussing their plans and strategies, supporting each other by giving positive evaluations (Patrick and Middleton 2002), asking each other monitoring questions (Hmelo-Silver and Barrows 2008), and reflecting on each others’ ideas.”
Assessing How Teachers Enhance Self-Regulated Learning: A Multiperspective Approach (2013, background): “According to Patrick and Middleton (2002), research should therefore assess both behavior measures and subjective self-report measures, and also investigate the relationship between both because they do not necessarily measure the same thing.”
Introduction: Using Qualitative Methods to Enrich Understandings of Self-Regulated Learning (2002, background): “Patrick and Middleton (2002) described how they use observations and interviews to examine middle school students’ cognitive, metacognitive, motivational, and collaborative engagement in Project-Based Science (PBS; Blumenfeld, Marx, Patrick, Krajcik, & Soloway, 1997).”
Effective self- and co-regulation in collaborative learning groups: An analysis of how students regulate problem solving of authentic interdisciplinary tasks (2013, background): “For example, Patrick and Middleton (2002) described an instance during a global warming unit in which a MRP co-regulated a LRP and how this led to the LRP’s own efforts to self-regulate.”
Using multiple, contextualized data sources to measure learners’ perceptions of their self-regulated learning (2015, background): “Assessing SRL as an event means measuring SRL as it occurred in a particular study episode, rather than learners’ perceptions of what they generally do (Patrick and Middleton 2002).”