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Education Research International
Volume 2012, Article ID 428639, 19 pages
http://dx.doi.org/10.1155/2012/428639
Review Article

Assessing Self-Regulation as a Cyclical, Context-Specific Phenomenon: Overview and Analysis of SRL Microanalytic Protocols

1Department of Educational Psychology, University of Wisconsin-Milwaukee, WI 53201, USA
2Department of Educational Psychology, Graduate Center, City University of New York, New York, NY 10016, USA

Received 11 November 2011; Accepted 30 March 2012

Academic Editor: Mariel F. Musso

Copyright © 2012 Timothy J. Cleary et al. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Abstract

The primary purpose of this paper is to review relevant research related to the use of an assessment technique, called Self-Regulated Learning (SRL) Microanalysis. This structured interview is grounded in social-cognitive theory and research and thus seeks to evaluate students' regulatory processes as they engage in well-defined academic or nonacademic tasks and activities. We illustrate the essential features of this contextualized assessment approach and detail a simple five-step process that researchers can use to apply this approach to their work. Example questions and administration procedures for five key self-regulation subprocesses (i.e., including goal-setting, strategic planning, monitoring, self-evaluation, and attributions) are highlighted, with particular emphasis placed on causal attributions. The psychometric properties of SRL microanalytic assessment protocols and potential areas of future research are presented.