Use this URL to cite or link to this record in EThOS: https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.789673
Title: Measuring undergraduates' gains in learning and evaluative judgement : a self-regulated learning theory approach
Author: Jellicoe, M.
ISNI:       0000 0004 8501 6764
Awarding Body: University of Liverpool
Current Institution: University of Liverpool
Date of Award: 2019
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Abstract:
This research programme investigated the incremental development of knowledge, skills and attitudes underpinning self-regulated learning gains. Findings propose tools enabling learners, educators, and researchers to measure and understand self-regulated changes during learning. These marginal gains support the evaluative judgement that is necessary within, and beyond, Higher Education (Ajjawi, Tai, Dawson, & Boud, 2018). In support of a first aim, two behaviourally anchored rating scales were developed and validated to bolster understanding of goal setting, and feedback integration in tertiary learners. A second aim considered how self-efficacy supported integration of feedback during post-task appraisal, and further how such evaluations contribute to goal setting. Third, the role of achievement goal theory perspectives, mindsets and goal orientations, in supporting incremental gains was also examined. A fourth aim examined the contribution of self-regulatory factors including mindsets, self-efficacy, and goal setting to medium and longer term outcomes, including grades, and employability perceptions. Supporting the first aim, a linear path through five learner endorsed factors underpinned feedback integration. Learners who accepted feedback reported that the source of feedback provided credible challenge. Information from a credible source led to learners reporting greater awareness, and in turn increased motivational intentions. Motives led to learners reporting behavioural changes and developmental actions. The GLS established two learner endorsed goal setting factors, goal clarity and goal difficulty; factors reported moderate covariance. In a second aim, as in the first, the same linear path was seen to motivational intentions. In later analysis paths diverged with motives also predicting higher levels of self-efficacy. Efficacy beliefs in turn predicted clearer goals. Clear goals led to greater feedback awareness in learners. Findings support the cyclical nature of self-regulated learning. A growth mindset, mastery approach goal orientations, and to some extent performance approach orientations contributed in unique ways to self-regulation. Findings also largely supported an earlier approach and the third aim. For the fourth aim, self-regulatory variables did not predict grades. However, mindsets, self-efficacy, and goal setting were related to, and supported, aspects of longer term perceptions of employability. The self-regulatory factors indicated may therefore act as a useful proxy of developing confidence in undergraduate learners, beyond grades. In conclusion, findings from the current programme support self-efficacy and goal setting as key variables to track in developing self- regulated learning. For example, self-efficacy supports clear goals and increasing levels of awareness in responding to feedback. Additionally, goal setting and self-efficacy support learner perceptions of employability. Mindsets and goal orientations strengthened learner development in nuanced ways. Learners, educators and researchers should utilise these findings and supporting methods to identify and intervene in sub-optimal learning approaches. Replication in larger samples, and in other educational domains and geographies should be undertaken to bolster support for the approach reported here.
Supervisor: Forsythe, Alexandra ; Dawson, Luke Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.789673  DOI:
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