ABSTRACT

There is currently widespread interest in how to promote self-regulated learning (SRL) among young learners to prepare the stage for success in later years. Yet, there is little research that explores primary school students’ perspectives and strategies which are known to directly influence their SRL engagement. We conducted semi-structured interviews with 68 students aged between 5 and 12 years in Prep, Year 1, Year 4, and Year 7. The findings suggest that students’ SRL-related views and strategies range on a continuum from simple and naïve in the early years of school to relatively complex and sophisticated in the later years. Year 4 and Year 7 students were able to describe their strategies in greater detail when compared with Prep and/or Year 1 students. Behavioural strategies were the most prominent, whereas metacognitive were the least identified, among SRL strategies reported by students. While the coverage of cognitive and motivational strategies increased at higher year levels (Year 4 & 7), it was interesting to note a decline in the reporting of metacognitive strategies. These findings have practical implications for developing appropriate expectations and SRL-supportive tasks and training programmes for primary school students.

摘要

目前，人们普遍关注如何在年轻学习者中促进自主学习 (SRL)，为以后的成功做好准备。然而，很少有研究探讨小学生的观点和策略，而这些观点和策略会直接影响他们的 SRL 参与度。我们对 68 名年龄介于 5 至 12 岁的学前班、一年级、四年级和七年级学生进行了半结构化访谈。调查结果表明，学生与 SRL 相关的观点和策略范围从简单到幼稚到早年的学校在晚年相对复杂和复杂。与学前班和/或一年级学生相比，四年级和七年级学生能够更详细地描述他们的策略。行为策略最为突出，而在学生报告的 SRL 策略中，元认知是最不明确的。虽然认知和激励策略的覆盖率在更高的年级（第 4 年和第 7 年）有所增加，但有趣的是注意到元认知策略的报告有所下降。这些发现对于为小学生制定适当的期望和支持 SRL 的任务和培训计划具有实际意义。