dc.contributor.author |
Hyytinen, Heidi |
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dc.contributor.author |
Ursin, Jani |
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dc.contributor.author |
Silvennoinen, Kaisa |
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dc.contributor.author |
Kleemola, Katri |
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dc.contributor.author |
Toom, Auli |
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dc.date.accessioned |
2021-10-19T07:08:07Z |
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dc.date.available |
2021-10-19T07:08:07Z |
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dc.date.issued |
2021-12 |
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dc.identifier.citation |
Hyytinen , H , Ursin , J , Silvennoinen , K , Kleemola , K & Toom , A 2021 , ' The Dynamic Relationship between Response Processes and Self-Regulation in Critical Thinking Assessments ' , Studies in Educational Evaluation , vol. 71 , 101090 . https://doi.org/10.1016/j.stueduc.2021.101090 |
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dc.identifier.other |
PURE: 168790043 |
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dc.identifier.other |
PURE UUID: c1e7d443-57e4-48cd-9927-993431082efe |
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dc.identifier.other |
Scopus: 85116294968 |
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dc.identifier.other |
ORCID: /0000-0002-9274-9718/work/101726638 |
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dc.identifier.other |
ORCID: /0000-0002-3261-3376/work/101727116 |
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dc.identifier.other |
ORCID: /0000-0002-5078-1429/work/101727149 |
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dc.identifier.other |
WOS: 000706195900005 |
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dc.identifier.uri |
http://hdl.handle.net/10138/335436 |
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dc.description.abstract |
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. |
en |
dc.format.extent |
12 |
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dc.language.iso |
eng |
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dc.relation.ispartof |
Studies in Educational Evaluation |
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dc.rights |
cc_by |
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dc.rights.uri |
info:eu-repo/semantics/openAccess |
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dc.subject |
COLLEGIATE LEARNING ASSESSMENT |
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dc.subject |
COMPETENCE |
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dc.subject |
Critical thinking |
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dc.subject |
PERFORMANCE ASSESSMENT |
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dc.subject |
Performance-based assessment |
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dc.subject |
Qualitative analysis |
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dc.subject |
Response processes |
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dc.subject |
SKILLS |
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dc.subject |
STUDENTS |
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dc.subject |
Self-regulation |
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dc.subject |
UNIVERSITY |
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dc.subject |
Undergraduate students |
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dc.subject |
VALIDITY EVIDENCE |
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dc.subject |
516 Educational sciences |
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dc.title |
The Dynamic Relationship between Response Processes and Self-Regulation in Critical Thinking Assessments |
en |
dc.type |
Article |
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dc.contributor.organization |
The Centre for University Teaching and Learning (HYPE) |
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dc.contributor.organization |
Faculty Common Matters (Faculty of Education) |
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dc.contributor.organization |
Department of Education |
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dc.contributor.organization |
Education of Education |
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dc.contributor.organization |
Teacher Education |
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dc.description.reviewstatus |
Peer reviewed |
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dc.relation.doi |
https://doi.org/10.1016/j.stueduc.2021.101090 |
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dc.relation.issn |
0191-491X |
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dc.rights.accesslevel |
openAccess |
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dc.type.version |
publishedVersion |
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dc.relation.funder |
Ella ja Georg Ehrnroothin säätiö |
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dc.relation.funder |
JUnior educational REsearchers, the European Association for Research on Learning and Instruction (EARLI). |
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dc.relation.grantnumber |
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dc.relation.grantnumber |
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