Self-regulated Learning Processes in Secondary Education: A Network Analysis of Trace-based Measures

TL;DR

This study uses trace data and network analysis to explore self-regulated learning processes in secondary education, revealing differences in SRL engagement between students of different performance levels and educational stages.

Contribution

It introduces a novel trace-based, network analysis approach to examine SRL processes in secondary education, comparing them with higher education students.

Findings

Secondary students mainly engaged in Orientation, Re-reading, and Elaboration/Organisation.

High-performing students re-read more, while low performers focus on Orientation.

Higher education students show more diverse SRL processes like Monitoring and Evaluation.

Abstract

While the capacity to self-regulate has been found to be crucial for secondary school students, prior studies often rely on self-report surveys and think-aloud protocols that present notable limitations in capturing self-regulated learning (SRL) processes. This study advances the understanding of SRL in secondary education by using trace data to examine SRL processes during multi-source writing tasks, with higher education participants included for comparison. We collected fine-grained trace data from 66 secondary school students and 59 university students working on the same writing tasks within a shared SRL-oriented learning environment. The data were labelled using Bannert's validated SRL coding scheme to reflect specific SRL processes, and we examined the relationship between these processes, essay performance, and educational levels. Using epistemic network analysis (ENA) to model and visualise the interconnected SRL processes in Bannert's coding scheme, we found that: (a) secondary school students predominantly engaged in three SRL processes -- Orientation, Re-reading, and Elaboration/Organisation; (b) high-performing secondary students engaged more in Re-reading, while low-performing students showed more Orientation process; and (c) higher education students exhibited more diverse SRL processes such as Monitoring and Evaluation than their secondary education counterparts, who heavily relied on following task instructions and rubrics to guide their writing. These findings highlight the necessity of designing scaffolding tools and developing teacher training programs to enhance awareness and development of SRL skills for secondary school learners.