Examining the Role of Self-Regulated Learning Microanalysis in the Assessment of Learners’ Regulation

Abstract

We examined the degree of convergence among self-regulated learning microanalysis, measures of metacognitive monitoring, and a self-regulated learning questionnaire during reading. Participants' reported strategy use during reading, as measured by self-regulated learning microanalysis, was significantly related to scores on a self-regulated learning questionnaire. Self-monitoring on the microanalytic protocol was significantly related to a measure of metacognitive monitoring as well as to participants' item-level confidence judgments. Participants who made strategy attributions for performance tended to have higher scores on the measure of reading comprehension. Strategic planning and strategy use during reading of the text also predicted comprehension. Implications and future directions for the study of self-regulated learning microanalysis are discussed.