Dynamic assessment of self-regulated learning in preschool
Autor(a) principal: | |
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Data de Publicação: | 2022 |
Outros Autores: | , |
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. |
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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 |
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Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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RCAAP |
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RCAAP |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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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 |
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1799137797050728448 |