Students’ planning in the process of self-regulated learning

Abstract

This study sought to identify ninth grade students' self-regulated learning (SRL) behaviors, enacted while engaged in a specially designed, long-term, group science inquiry task in an authentic classroom setting. To self-regulate planning and time management, students used yearly and daily planning reports. A high and medium achieving groups' discourse and behavior were observed and videorecorded; qualitative analysis yielded several categories. Despite the unique learning context, results demonstrated many composites reported in the literature for general SRL models. Students evidenced SRL skill categories including the ability to set goals, plan activities, consider alternatives, monitor and reflect, perceive diverse cues from various sources, readjust plans to improve progress rates, and demonstrate accountability. High achieving students generally exhibited more SRL skills (were better planners and managers of time) than did average achieving students.