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dc.contributor.authorHyytinen, Heidi
dc.contributor.authorUrsin, Jani
dc.contributor.authorSilvennoinen, Kaisa
dc.contributor.authorKleemola, Katri
dc.contributor.authorToom, Auli
dc.date.accessioned2021-10-08T09:56:42Z
dc.date.available2021-10-08T09:56:42Z
dc.date.issued2021
dc.identifier.citationHyytinen, H., Ursin, J., Silvennoinen, K., Kleemola, K., & Toom, A. (2021). The dynamic relationship between response processes and self-regulation in critical thinking assessments. <i>Studies in Educational Evaluation</i>, <i>71</i>, Article 101090. <a href="https://doi.org/10.1016/j.stueduc.2021.101090" target="_blank">https://doi.org/10.1016/j.stueduc.2021.101090</a>
dc.identifier.otherCONVID_101412955
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/78066
dc.description.abstractOur 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.en
dc.format.mimetypeapplication/pdf
dc.language.isoeng
dc.publisherElsevier BV
dc.relation.ispartofseriesStudies in Educational Evaluation
dc.rightsCC BY 4.0
dc.subject.otherperformance-based assessment
dc.subject.othercritical thinking
dc.subject.otherresponse processes
dc.subject.otherself-regulation
dc.subject.otherundergraduate students
dc.subject.otherqualitative analysis
dc.titleThe dynamic relationship between response processes and self-regulation in critical thinking assessments
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-202110085103
dc.contributor.laitosKoulutuksen tutkimuslaitosfi
dc.contributor.laitosFinnish Institute for Educational Researchen
dc.contributor.oppiaineKoulutuksen tutkimuslaitosfi
dc.contributor.oppiaineFinnish Institute for Educational Researchen
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.description.reviewstatuspeerReviewed
dc.relation.issn0191-491X
dc.relation.volume71
dc.type.versionpublishedVersion
dc.rights.copyright© Kieliverkosto ja kirjoittaja, 2021
dc.rights.accesslevelopenAccessfi
dc.subject.ysoopiskelijat
dc.subject.ysoarviointi
dc.subject.ysokriittinen ajattelu
dc.subject.ysokvalitatiivinen analyysi
dc.subject.ysokorkea-asteen koulutus
dc.subject.ysoitsearviointi
dc.subject.ysohaasteet (ongelmat)
dc.subject.ysokorkeakouluopiskelu
dc.subject.ysooppiminen
dc.subject.ysoitsesääntely
dc.format.contentfulltext
jyx.subject.urihttp://www.yso.fi/onto/yso/p16486
jyx.subject.urihttp://www.yso.fi/onto/yso/p7413
jyx.subject.urihttp://www.yso.fi/onto/yso/p24862
jyx.subject.urihttp://www.yso.fi/onto/yso/p10175
jyx.subject.urihttp://www.yso.fi/onto/yso/p3390
jyx.subject.urihttp://www.yso.fi/onto/yso/p6253
jyx.subject.urihttp://www.yso.fi/onto/yso/p6564
jyx.subject.urihttp://www.yso.fi/onto/yso/p13164
jyx.subject.urihttp://www.yso.fi/onto/yso/p2945
jyx.subject.urihttp://www.yso.fi/onto/yso/p22188
dc.rights.urlhttps://creativecommons.org/licenses/by/4.0/
dc.relation.doi10.1016/j.stueduc.2021.101090
jyx.fundinginformationThis 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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