Session Information
27 SES 07 C, Parallel Paper Session
Parallel Paper Session
Contribution
The main purpose of this study (my doctoral thesis 2011) is to investigate self-regulation strategies among general upper secondary school students who are, on average, 16–18 years old. This study will also examine achievement, learning orientations, and learning trajectories among upper secondary school students; their expectations and realizations of goals of achievement and how they are connected to self-regulation.
The learner has to have a goal which to compare his performance process in order to be able to regulate his learning process, achievements and behavior. If a learner is very strongly oriented, this orientation directs the self-regulation strategies used by him. (Pintrich, 2000.) According to for example Caprara et al. (2008) and Law & Meyer (2008) self-regulation will make a unique contribution to scholastic achievement. Several studies have analyzed the connection of a self-regulation and learning results during high school, but more emphasis should place on the longitudinal study during learning process (Dinsmore, Alexander & Loughlin, 2008). In Finland, secondary education is a part of post-compulsory education, which is divided into general upper secondary school and vocational education. The general upper secondary school ends in the matriculation examination which yields eligibility for all higher education studies. (Helle & Klemelä, 2010; Finnish National Board of Education, 2011.) The general upper secondary school in Finland has undergone changes which have increased freedom of choice of subjects for students and given them more opportunity to individually design curricula and define goal. This is partly connected to the neoliberal, global education policy which more than before bring the responsibility of learning to the learner himself.
Method
Expected Outcomes
References
Caprara, G. V., Fida, R., Vecchione, M., Del Bove, G., Vecchio, G. M., Barbaranelli, C. & Bandura, A. 2008. Longitudinal analysis of the role of perceived self-efficacy for self-regulated learning in academic continuance and achievement. Journal of Educational Psychology 100 (3), 525–534. Dinsmore, D., Alexander, P. & Loughlin, S. 2008. Focusing the conceptual lens on metacognition, self-regulation, and self-regulated learning. Educational Psychology Review 20 (4), 391–409. Finnish National Board of Education. 2011. General Upper Secondary Education. http://www.oph.fi/english/education/general_upper_secondary_education Helle, L. & Klemelä, K. 2010. Like a rolling stone? Recent trends in Finnish upper secondary education. In D. S. Beckett (Ed.) Secondary Education in the 21st century. New York: Nova Science Publishers. http://www.edu.utu.fi/tutkijakoulut/opmon/people/Laura_Helle.html Law, D. C. S. & Meyer, J. H. F. 2008. Relationships between the learning strategies, mental models of learning and learning orientations of post-secondary students in Hong Kong. In J. Fong, R. Kwan & F. L. Wang (Eds.), International Conference of hybrid learning 2008 proceedings. Lecture notes in computer science, 5169, (pp. 428–438). Berlin: Springer. Pintrich, P. R. 2000. The role of motivation in self-regulated learning. Teoksessa P. Pintrich & P. Ruohotie (toim.) Conative constructs and self-regulated learning. Research Centre for Vocational Education. Hämeenlinna, 51–66. Roosendaal, A. & Vermunt, J. D. 1996. Leerstijlen en zelfstandig leren in het voorportaal van het studiehuis [Learning styles and self-regulated learning in secondary education] Tijdschrift voor Onderwijsresearch 21, 336–347. Vermunt, J. D. & van Rijswijk, F. A. 1988. Analysis and development of students´ skill in selfregulated learning. Higher Education 17 (6), 647–682. Vermunt. J. D. & Vermetten, Y. J. 2004. Patterns in student learning: Relationships between learning-strategies, conceptions of learning, and learning orientations. Educational Psychology Review 16 (4), 359–384.
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