Motivation and Self-regulated Learning in the Early Grades (completed)
In this study Bodil Stokke Olaussen focuses on the learning environment in terms of the classroom and also on the important relationship between school and home (Perry & Winne, 2004).
About the project
Motivation and self-regulated learning have been central concepts in social-cognitive research on learning and understanding (Boekaerts, Pintrich & Zeidner, 2000). The term self-regulated learning is used to characterize students who use appropriate strategies to solve different tasks, and who monitor their comprehension / problem solving and take action whenever comprehension fails. These processes require motivated students and learning environments that foster such learning behaviour, and there is a need for more detailed empirically based descriptions of teacher-student interactions, especially from an early age, that foster strategies for self-regulated learning. In this study we will focus on the learning environment in terms of the classroom and also on the important relationship between school and home (Perry & Winne, 2004). In addition a design study based on cooperation between the teacher and researchers will be implemented.
The study is planned as a multiple and embedded case study design (Yin, 1994). Seven classes from second, third and fourth grade will be included as cases, and in addition two students from each class will be included as individual cases. Data will be collected using video recordings, interviews and questionnaires (Perry, 2002).