Assessing Self-Regulated Learning Using Think-Aloud Methods
By Jeffrey Alan Greene, Jane Robertson, Lara-Jeane C. Costa. 2011
97 citations recorded by the source corpus.
Subfields: Developmental and Educational Psychology
View Paper: https://www.semanticscholar.org/paper/ac14429bc713fd6e049f55acf1239ff158016b84
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
- Ernesto Panadero
- Sanna Järvelä
- Matthew L. Bernacki
- Adar Ben-Eliyahu
- Allyson Fiona Hadwin
- T. Cleary
- Roger Azevedo
- G. L. Callan
Citations in the corpus
- Assessing Self-Regulation as a Cyclical, Context-Specific Phenomenon: Overview and Analysis of SRL Microanalytic Protocols (2012, background): “Whether these measures involve the use of hypermedia and think aloud protocols [22, 23], structured personal diaries [24], behavioral traces on work products [25], or direct observations of regulatory behaviors in particular contexts [26, 27], these measures are similar because they target self-regu”
- Third wave of measurement in the self-regulated learning field: when measurement and intervention come hand in hand (2016, background): “For example, if we take thinking aloud protocols, it is usually recommended a set of guidelines so that the researchers do not prompt additional SRL actions directly provoked by the thinking aloud protocols implementation and not by the performance of the task itself (Greene et al., 2011).”
- Co-creating rubrics: The effects on self-regulated learning, self-efficacy and performance of establishing assessment criteria with students (2017, result): “All in all, because the thinking aloud protocols are a more objective measure than self-reported ones (Greene et al., 2011) it could be argued that our hypothesis of co-creating rubrics increasing SRL could be maintained, as found in previous research with the use of rubrics (e.”
- Addressing complexities in self-regulated learning: a focus on contextual factors, contingencies, and dynamic relations (2015, methodology): “…research include self-report questionnaires (Ainley and Patrick 2006; Karabenick et al. 2012; Pintrich 2004), think-aloud protocols (Azevedo 2005b; Greene et al. 2011), microanalysis (Cleary 2011) and qualitative classroom observation methods (Boekaerts and Corno 2005; Corno 1995; Perry and Rahim…”
- Using multiple, contextualized data sources to measure learners’ perceptions of their self-regulated learning (2015, background): “These include diaries (Schmitz et al. 2011), microanalysis (Cleary 2011), and think aloud protocols (Greene et al. 2011).”