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Self-Regulated Learning in Inquiry-Based Education Exploring Differences in SRL Skills Among Learners with Varying Competence Levels
Nobel, Floor de (2025) Self-Regulated Learning in Inquiry-Based Education Exploring Differences in SRL Skills Among Learners with Varying Competence Levels.
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| Abstract: | In inquiry-based learning (IBL), students are expected to take ownership of their learning through planning, monitoring and reflecting, which are key components of self-regulated learning (SRL). While prior research suggests that SRL is essential for successful engagement in IBL, it remains unclear how these skills manifest among learners with different competence levels, particularly in primary education. This exploratory study examined which SRL behaviours are demonstrated by children with High, Average and Low competence levels during an individual, digital IBL task. Learners in their final year of primary school (N = 31) completed a simulation-based task while thinking aloud. Verbal data were analysed using an observation scheme based on Zimmerman’s Cyclical Phases Model of SRL. Overall, SRL behaviours were observed most frequently during the investigation phase of the inquiry cycle, while the orientation and discussion phases elicited few observable SRL behaviours. When comparing competence groups, only a significant difference was found only for the behaviour of predicting, with average-competence students engaging in this more frequently than low-competence peers. These findings suggest that the relationship between competence level and SRL may be more complex than assumed and not easily captured through thinking-aloud data alone. Future research could benefit from incorporating complementary methods to better understand the nuances of SRL in IBL contexts. This study highlights the need to consider multiple factors beyond SRL when examining students’ performance in inquiry-based learning. |
| Item Type: | Essay (Bachelor) |
| Faculty: | BMS: Behavioural, Management and Social Sciences |
| Subject: | 77 psychology |
| Programme: | Psychology BSc (56604) |
| Link to this item: | https://purl.utwente.nl/essays/106703 |
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