RT info:eu-repo/semantics/conferenceObject
T1 Examining the relationship between reflective writing behaviour and self-regulated learning competence: A time-series analysis
T2 EC-TEL 2021
A1 Suraworachet, Wannapon
A1 Villa Torrano, Cristina
A1 Zhou, Qi
A1 Asensio Pérez, Juan Ignacio
A1 Dimitriadis Damoulis, Ioannis
A1 Cukurova, Mutlu
K1 Self-regulated learning
K1 Aprendizaje autorregulado
K1 Time series analysis
K1 Análisis de series temporales
AB Self-Regulated Learning (SRL) competence is imperative to academic achievement. For reflective academic writing tasks, which are common for university assessments, this is especially the case since students are often required to plan the task independently to be successful. The purpose of the current study was to examine different reflection behaviours of postgraduate students that were required to reflect on individual tasks over a fifteen-week-long higher education course. Forty students participated in a standardised questionnaire at the beginning of the course to assess their SRL competence and then participated in weekly individual reflection tasks on Google Docs. We examined students’ reflective writing behaviours based on time-series and correlation analysis of fine-grained data retrieved from Google Docs. More specifically, reflection behaviours between students with high SRL and low SRL competence were investigated. The results show that students with high SRL competence tend to reflect more frequently and more systematically than students with low SRL competence. Even though no statistically significant difference in academic performance between the two groups was found, there were statistical correlations between academic performance and individual reflective writing behaviours. We conclude the paper with a discussion on the insights into the temporal reflection patterns of different SRL competence student clusters, the impact of these behaviours on students’ academic performance, and potential suggestions for appropriate support for students with different levels of SRL.
PB Springer Link
SN 978-3-030-86436-1
YR 2021
FD 2021
LK https://uvadoc.uva.es/handle/10324/49287
UL https://uvadoc.uva.es/handle/10324/49287
LA eng
NO De Laet, Tinne; Klemke, Roland; Alario Hoyos, Carlos; Hilliger, Isabel; Ortega Arranz, Alejandro (eds.). Proceedings of the 6th European Conference on Technology Enhanced Learning, EC-TEL 2021. Bolzano, Italia: Springer, 2021, p.  163-177
NO Producción Científica
DS UVaDOC
RD 17-may-2024