The Dynamic Relationship between Response Processes and Self-Regulation in Critical Thinking Assessments

6533b860fe1ef96bd12c3b64

RESEARCH PRODUCT

The Dynamic Relationship between Response Processes and Self-Regulation in Critical Thinking Assessments

Katri Kleemola Katri Kleemola Heidi Hyytinen Jani Ursin Kaisa Silvennoinen Auli Toom

subject

self-regulation haasteet (ongelmat)Undergraduate students oppiminen Higher education PERFORMANCE ASSESSMENT education Learning assessment itsesääntely STUDENTS Response processes Education Task (project management)0504 sociology COLLEGIATE LEARNING ASSESSMENT qualitative analysis critical thinking response processes itsearviointi Data collection opiskelijat business.industry 4. Education 05 social sciences VALIDITY EVIDENCE 050401 social sciences methods 050301 education Cognition performance-based assessment Performance-based assessment COMPETENCE undergraduate students kriittinen ajattelu kvalitatiivinen analyysi Critical thinking korkea-asteen koulutus korkeakouluopiskelu SKILLS Self-regulation UNIVERSITY 516 Educational sciences business Psychology arviointi 0503 education Qualitative analysis Critical thinking Cognitive psychology

description

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. Peer reviewed

year	journal	country	edition	language
2021-12-01

10.1016/j.stueduc.2021.101090 http://hdl.handle.net/10138/335436