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Using Self-Regulated Learning (SRL) Assessment Data to Promote Regulatory Engagement in Learning and Performance Contexts

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Abstract

Applications of self-regulated learning (SRL) processes in school contexts continue to rise in popularity and sophistication. In addition to intervention programs and initiatives, researchers have begun examining the effects of professional development programming and the role of SRL assessment practices in promoting optimal functioning and development. This chapter focuses on both SRL intervention and assessment practices, with particular emphasis on the emerging role of various SRL measures as formative assessment tools. Specifically, we review research and illustrate how SRL microanalysis and the Diagnostic Assessment and Achievement of College Students (DAACS) self-report questionnaire can be used in a formative fashion by researchers and/or practitioners to promote optimal feedback that can enhance student engagement and overall learning as well as teachers’ instructional approaches or interactions with students. Implications for practice and suggested areas for future research are also presented and discussed.

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  1. Rutgers, The State University of New Jersey, New Brunswick, NJ, USA

    Timothy J. Cleary & Angela M. Lui

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  1. Timothy J. Cleary
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Correspondence to Timothy J. Cleary .

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  1. University of Georgia, Athens, GA, USA

    Amy L. Reschly

  2. University of Minnesota, Minneapolis, MN, USA

    Sandra L. Christenson

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Cleary, T.J., Lui, A.M. (2022). Using Self-Regulated Learning (SRL) Assessment Data to Promote Regulatory Engagement in Learning and Performance Contexts. In: Reschly, A.L., Christenson, S.L. (eds) Handbook of Research on Student Engagement. Springer, Cham. https://doi.org/10.1007/978-3-031-07853-8_9

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