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

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

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