Dynamic assessment of self-regulated learning in preschool

Detalhes bibliográficos
Autor(a) principal: Silva Moreira, Janete
Data de Publicação: 2022
Outros Autores: Ferreira, Paula, Veiga Simão, Ana
Tipo de documento: Artigo
Idioma: eng
Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
Texto Completo: http://hdl.handle.net/10451/63183
Resumo: The assessment of self-regulated learning is a relevant research topic in early childhood development. However, there are few ecologic measures to assess self-regulated learning in preschool as a dynamic and multidimensional process. This study aims to fill this gap by presenting the development and validation of the Dynamic Assessment of Self-regulated learning in Preschool (DASP) method. A dynamic assessment of the construct may constitute an important contribution as it enables the acquisition of cross observational, verbal, and performance data. The DASP method was developed within a theoretical framework of self-regulation, including all cyclical phases, namely, forethought, performance, and self-reflection. Specifically, this method requires children to be questioned in the forethought and self-reflection phases, and observed in the performance phase, as the researcher notes their strategies. This method is used while children engage in authentic preschool tasks. To achieve the study's aim, 214 preschool children were asked to participate. In this research, children performed the Clown task (cognitive task) and the Head-Toes-Knees-Shoulders task (motor task). Item Response Theory analyses provided good item fit for the DASP method (forethought: .99, performance: 1.00, self-reflection: .99), good values of the tasks' reliability (Clown: .92; HTKS: .85), and evidence of the participants' difficulty level in completing the tasks. Results indicated that the children experienced more difficulty in the performance phase, as opposed to the other phases. The potentialities, constraints, and practical implications of the DASP method will be discussed in terms of contributions for theory and practice.
id RCAP_39e0ddd49071847c83234223291fd23d
oai_identifier_str oai:repositorio.ul.pt:10451/63183
network_acronym_str RCAP
network_name_str Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
repository_id_str 7160
spelling Dynamic assessment of self-regulated learning in preschoolSelf-regulated learningPreschoolDynamic assessmentEcologic measuresThe assessment of self-regulated learning is a relevant research topic in early childhood development. However, there are few ecologic measures to assess self-regulated learning in preschool as a dynamic and multidimensional process. This study aims to fill this gap by presenting the development and validation of the Dynamic Assessment of Self-regulated learning in Preschool (DASP) method. A dynamic assessment of the construct may constitute an important contribution as it enables the acquisition of cross observational, verbal, and performance data. The DASP method was developed within a theoretical framework of self-regulation, including all cyclical phases, namely, forethought, performance, and self-reflection. Specifically, this method requires children to be questioned in the forethought and self-reflection phases, and observed in the performance phase, as the researcher notes their strategies. This method is used while children engage in authentic preschool tasks. To achieve the study's aim, 214 preschool children were asked to participate. In this research, children performed the Clown task (cognitive task) and the Head-Toes-Knees-Shoulders task (motor task). Item Response Theory analyses provided good item fit for the DASP method (forethought: .99, performance: 1.00, self-reflection: .99), good values of the tasks' reliability (Clown: .92; HTKS: .85), and evidence of the participants' difficulty level in completing the tasks. Results indicated that the children experienced more difficulty in the performance phase, as opposed to the other phases. The potentialities, constraints, and practical implications of the DASP method will be discussed in terms of contributions for theory and practice.Cell PressRepositório da Universidade de LisboaSilva Moreira, JaneteFerreira, PaulaVeiga Simão, Ana2024-03-05T13:50:10Z2022-082024-02-01T18:11:50Z2022-08-01T00:00:00Zinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttp://hdl.handle.net/10451/63183engMoreira, J. S., Ferreira, P. C., & Simão, A. M. V. (2022). Dynamic assessment of self-regulated learning in preschool. Heliyon, 8(8), e10035. https://doi.org/10.1016/j.heliyon.2022.e10035cv-prod-364898810.1016/j.heliyon.2022.e100352405-8440info:eu-repo/semantics/openAccessreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2024-03-11T01:19:04Zoai:repositorio.ul.pt:10451/63183Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-20T03:14:25.398687Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse
dc.title.none.fl_str_mv Dynamic assessment of self-regulated learning in preschool
title Dynamic assessment of self-regulated learning in preschool
spellingShingle Dynamic assessment of self-regulated learning in preschool
Silva Moreira, Janete
Self-regulated learning
Preschool
Dynamic assessment
Ecologic measures
title_short Dynamic assessment of self-regulated learning in preschool
title_full Dynamic assessment of self-regulated learning in preschool
title_fullStr Dynamic assessment of self-regulated learning in preschool
title_full_unstemmed Dynamic assessment of self-regulated learning in preschool
title_sort Dynamic assessment of self-regulated learning in preschool
author Silva Moreira, Janete
author_facet Silva Moreira, Janete
Ferreira, Paula
Veiga Simão, Ana
author_role author
author2 Ferreira, Paula
Veiga Simão, Ana
author2_role author
author
dc.contributor.none.fl_str_mv Repositório da Universidade de Lisboa
dc.contributor.author.fl_str_mv Silva Moreira, Janete
Ferreira, Paula
Veiga Simão, Ana
dc.subject.por.fl_str_mv Self-regulated learning
Preschool
Dynamic assessment
Ecologic measures
topic Self-regulated learning
Preschool
Dynamic assessment
Ecologic measures
description The assessment of self-regulated learning is a relevant research topic in early childhood development. However, there are few ecologic measures to assess self-regulated learning in preschool as a dynamic and multidimensional process. This study aims to fill this gap by presenting the development and validation of the Dynamic Assessment of Self-regulated learning in Preschool (DASP) method. A dynamic assessment of the construct may constitute an important contribution as it enables the acquisition of cross observational, verbal, and performance data. The DASP method was developed within a theoretical framework of self-regulation, including all cyclical phases, namely, forethought, performance, and self-reflection. Specifically, this method requires children to be questioned in the forethought and self-reflection phases, and observed in the performance phase, as the researcher notes their strategies. This method is used while children engage in authentic preschool tasks. To achieve the study's aim, 214 preschool children were asked to participate. In this research, children performed the Clown task (cognitive task) and the Head-Toes-Knees-Shoulders task (motor task). Item Response Theory analyses provided good item fit for the DASP method (forethought: .99, performance: 1.00, self-reflection: .99), good values of the tasks' reliability (Clown: .92; HTKS: .85), and evidence of the participants' difficulty level in completing the tasks. Results indicated that the children experienced more difficulty in the performance phase, as opposed to the other phases. The potentialities, constraints, and practical implications of the DASP method will be discussed in terms of contributions for theory and practice.
publishDate 2022
dc.date.none.fl_str_mv 2022-08
2022-08-01T00:00:00Z
2024-03-05T13:50:10Z
2024-02-01T18:11:50Z
dc.type.status.fl_str_mv info:eu-repo/semantics/publishedVersion
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv http://hdl.handle.net/10451/63183
url http://hdl.handle.net/10451/63183
dc.language.iso.fl_str_mv eng
language eng
dc.relation.none.fl_str_mv Moreira, J. S., Ferreira, P. C., & Simão, A. M. V. (2022). Dynamic assessment of self-regulated learning in preschool. Heliyon, 8(8), e10035. https://doi.org/10.1016/j.heliyon.2022.e10035
cv-prod-3648988
10.1016/j.heliyon.2022.e10035
2405-8440
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Cell Press
publisher.none.fl_str_mv Cell Press
dc.source.none.fl_str_mv reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação
instacron:RCAAP
instname_str Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação
instacron_str RCAAP
institution RCAAP
reponame_str Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
collection Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
repository.name.fl_str_mv Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação
repository.mail.fl_str_mv
_version_ 1799137797050728448