The Challenge of Promoting Self-Regulated Learning among Primary School Children with a Low Socioeconomic and Immigrant Background

Autor/inn/en	Vandevelde, Sabrina; Van Keer, Hilde; Merchie, Emmelien
Titel	The Challenge of Promoting Self-Regulated Learning among Primary School Children with a Low Socioeconomic and Immigrant Background
Quelle	In: Journal of Educational Research, 110 (2017) 2, S.113-139 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0671
DOI	10.1080/00220671.2014.999363
Schlagwörter	Socioeconomic Background; Immigrants; Intervention; Elementary School Students; Tutoring; Grade 5; Grade 6; Low Income Groups; Foreign Countries; Experimental Groups; Control Groups; Tutors; Quasiexperimental Design; Pretests Posttests; Protocol Analysis; Statistical Analysis; Questionnaires; Self Control; Measurement Techniques; Multivariate Analysis; Retention (Psychology); Belgium + Suchen Sie Ihr Suchwort? Sozioökonomische Lage; Immigrant; Immigrantin; Immigranten; Förderkonzept; Nachhilfeunterricht; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; Ausland; Förderlehrer; Lehrender; Tutor; Statistische Analyse; Fragebogen; Selbstbeherrschung; Messtechnik; Multivariate Analyse; Merkfähigkeit; Belgien
Abstract	The authors explore the effects of student tutoring as an approach to provide support on self-regulated learning (SRL) to fifth- and sixth-grade students with a low socioeconomic or immigrant background. In total, 401 Flemish (Belgium) students participated. A quasi-experimental study with pretest, posttest, and retention test control group design was used, combining teacher ratings, self-report questionnaires, and think-aloud protocols. The teacher rating results show a significantly positive effect from pretest to posttest for the experimental condition, but this was not maintained at the retention test. The questionnaire and think-aloud results reveal no significant effects on students' SRL. However, differential effects depending on students' motivational profile were found. This study illustrates the complexity of promoting SRL among primary school children with a low socioeconomic or immigrant background, recommending further research into conditions and factors influencing the effectiveness of student tutoring programs promoting SRL. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01