Self-regulated Learning Processes in Secondary Education: A Network Analysis of Trace-based Measures

TL;DR

This paper tackles the challenge of measuring self-regulated learning (SRL) in secondary education by leveraging trace-based data from a shared multi-source writing task, and comparing it to higher education. By coding trace events with Bannert's SRL framework and modeling inter-code connections via Epistemic Network Analysis (ENA), the authors reveal distinct SRL patterns across educational levels and performance groups. The study finds that secondary students predominantly use Orientation, ReReading, and Elaboration/Organisation, with high performers showing stronger ReReading–Elaboration links and a notable absence of Evaluation, while higher education students display a broader SRL repertoire including Monitoring and Evaluation. These findings have practical implications for designing scaffolds and teacher training to foster SRL in secondary learners, particularly to cultivate metacognitive evaluation and more sophisticated SRL strategies earlier in education.

Abstract

While the capacity to self-regulate has been found to be crucial for secondary school students, prior studies often rely on self-report surveys and think-aloud protocols that present notable limitations in capturing self-regulated learning (SRL) processes. This study advances the understanding of SRL in secondary education by using trace data to examine SRL processes during multi-source writing tasks, with higher education participants included for comparison. We collected fine-grained trace data from 66 secondary school students and 59 university students working on the same writing tasks within a shared SRL-oriented learning environment. The data were labelled using Bannert's validated SRL coding scheme to reflect specific SRL processes, and we examined the relationship between these processes, essay performance, and educational levels. Using epistemic network analysis (ENA) to model and visualise the interconnected SRL processes in Bannert's coding scheme, we found that: (a) secondary school students predominantly engaged in three SRL processes -- Orientation, Re-reading, and Elaboration/Organisation; (b) high-performing secondary students engaged more in Re-reading, while low-performing students showed more Orientation process; and (c) higher education students exhibited more diverse SRL processes such as Monitoring and Evaluation than their secondary education counterparts, who heavily relied on following task instructions and rubrics to guide their writing. These findings highlight the necessity of designing scaffolding tools and developing teacher training programs to enhance awareness and development of SRL skills for secondary school learners.

Figures (5)

• Figure 1: Platform for multi-source writing task
• Figure 2: SRL process labelling procedure proposed by fan2022
• Figure 3: ENA visualisations on SE condition (blue: high performance; red: low performance)
• Figure 4: ENA visualisations in HE condition (blue: high performance; red: low performance)
• Figure 5: ENA visualisations on subtraction between educational levels (blue: higher education; red: secondary education)