The dynamic relationship between response processes and self-regulation in critical thinking assessments
Hyytinen, H., Ursin, J., Silvennoinen, K., Kleemola, K., & Toom, A. (2021). The dynamic relationship between response processes and self-regulation in critical thinking assessments. Studies in Educational Evaluation, 71, Article 101090. https://doi.org/10.1016/j.stueduc.2021.101090
Published inStudies in Educational Evaluation
© Kieliverkosto ja kirjoittaja, 2021
Our aim was to explore higher education students’ response and self-regulatory processes plus the relationship between these, as evidenced in two types of performance-based critical thinking tasks included in the Collegiate Learning Assessment (CLA+) International instrument. The data collection consisted of 20 cognitive laboratories. The data were analyzed using a qualitative approach. The tasks were found to trigger different response and self-regulatory processes. Overall, the performance task evoked more holistic processes than the selected-response questions, in which students’ processes were more question-oriented. The results also indicated the entanglement of students’ response and self-regulation processes. Three self-regulation groups were identified. Students with versatile self-regulation skills were able to complete the task thoroughly, whereas students with moderate self-regulation skills faced challenges in monitoring and evaluating their performance. Students who were lacking in self-regulation struggled both with the task as a whole and their own progress. Implications for higher education are discussed. ...
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Additional information about fundingThis research was funded by Finnish Ministry of Education and Culture. The authors would like to thank the Council for Aid to Education for providing the CLA+International. The funder and the CAE had no role in the study design, data collection and analysis, decision to publish, or preparation of the manuscript.
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