A Pilot study of the Online Assessment of Self-Regulated Learning in Preschool Children: Development of a Direct, Quantitative Measurement Tool

Lisa Jacob; Sandra Dörrenbächer; Franziska Perels

Vol. 12 No. 2 (2019) IEJEE

A Pilot study of the Online Assessment of Self-Regulated Learning in Preschool Children: Development of a Direct, Quantitative Measurement Tool

Lisa Jacob
Sandra Dörrenbächer
Franziska Perels

Published December 29, 2019 | Pages: 115-126 | Views: 1250

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Abstract

Self-regulatory abilities have been shown to be closely linked to academic success. There are a variety of measurement tools to assess self-regulated learning in pupils and students. Crucially, preschool age marks a sensible period for the maturation of self-regulated learning (SRL) and related abilities such as executive-control functions (EF). This is why the development of a direct instrument that fits the special characteristics of this age cohort is important. An adapted version of Zimmermann´s (2000) process model may serve as a theoretical basis. This pilot study intends to develop and evaluate a direct, quantitative measurement tool to assess SRL in an ‘online manner’. The measurement tool was tested in 183 preschoolers of German kindergartens. After a detailed item analysis, reliability was estimated and concurrent validity was examined. Statistical analysis indicates a satisfactory reliability for the measurement tool as a whole. Additionally, validity is supported by (small) significant overall-correlations with the external measure as well as EF measure. Nevertheless, the need for the optimization of the instrument is clear and the study has important implications for further research. In general, the results demonstrate that it is both plausible and possible to assess SRL in preschoolers directly at child level.

<p>Self-regulatory abilities have been shown to be closely linked to academic success. There are a variety of measurement tools to assess self-regulated learning in pupils and students. Crucially, preschool age marks a sensible period for the maturation of self-regulated learning (SRL) and related abilities such as executive-control functions (EF). This is why the development of a direct instrument that fits the special characteristics of this age cohort is important. An adapted version of Zimmermann´s (2000) process model may serve as a theoretical basis. This pilot study intends to develop and evaluate a direct, quantitative measurement tool to assess SRL in an ‘online manner’. The measurement tool was tested in 183 preschoolers of German kindergartens. After a detailed item analysis, reliability was estimated and concurrent validity was examined. Statistical analysis indicates a satisfactory reliability for the measurement tool as a whole. Additionally, validity is supported by (small) significant overall-correlations with the external measure as well as EF measure. Nevertheless, the need for the optimization of the instrument is clear and the study has important implications for further research. In general, the results demonstrate that it is both plausible and possible to assess SRL in preschoolers directly at child level.</p>

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Keywords

self-regulated learning, preschool age, direct assessment, executive functions, process model of self-regulated learning

Affiliations

Lisa Jacob

Department of Educational Science, Saarland University, Saarbrücken, Germany

Sandra Dörrenbächer

Department of Educational Sciences, Saarland University, Germany

Franziska Perels

Department of Educational Sciences, Saarland University, Germany

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How to Cite

Jacob, L., Dörrenbächer, S., & Perels, F. (2019). A Pilot study of the Online Assessment of Self-Regulated Learning in Preschool Children: Development of a Direct, Quantitative Measurement Tool. International Electronic Journal of Elementary Education, 12(2), 115–126. Retrieved from https://iejee.com/index.php/IEJEE/article/view/981

Author Biography

Lisa Jacob

Lisa Jacob is a PhD student and her research focusses on self-regulated learning in preschoolers.

Sandra Dörrenbächer

Dr. Sandra Dörrenbächer is a post-doc and worked many years in the Department of Psychology, Development of Language, Learning and Action, Saarland University, Saarbrücken.

Franziska Perels

Prof. Dr. Franzsika Perels has a professorhip for empirical school and edcution research within the department of Educational Science.