Self-Regulated Learning (SRL) Lab at Utah State University
Projects
Measuring SRL with Microanalysis
The lab often measures SRL with an interview called SRL microanalysis which helps us to examine SRL within a single task and context of interest. Doing so, helps us to understand how a student regulates learning in a single learning situation, such as doing a set of math problems, rather than how students tend to regulate in their math class.
SRL and Reading
The lab has recently started looking at students SRL and motivational beliefs during reading tasks. We are interested in how SRL microanalysis can tell us about students' changes in SRL and motivation in response to academic interventions. We are also interested in piloting SRL microanalysis interviews in contexts that are familiar to school psychologists, special educators, and general educators. In doing so, we hope to expand the use of SRL microanalysis to new populations of professionals.
SRL, Teachers, and Learning Contexts
The lab is interested in how students develop SRL within learning contexts. We have conducted research examining teachers' knowledge and use of SRL practices. We have examined how contextual factors such as SES, school SES, country, and gender impact the use of SRL processes and achievement. We are currently working on a model to describe SRL supportive practices in classrooms.
Conceptual and theoretical Issues in SRL and Motivation Research
The lab has conducted research that highlights conceptual and theoretical issues in SRL and motivational literatures. For example, the lab has examined theoretical assumptions of SRL models such as the links between SRL processes. In addition, we have explored how to merge research literatures that have functioned in isolated silos such as the fields of SRL and cognitive load theory.
Professional Issues in School Psychology
Although the lab mostly conducts research on SRL, we are also interested in the broader fields of school psychology and psychology. We have also done research regarding professional issues that are important to these fields. For example, the lab has conducted research on how best to recruit and retain people in the field of school psychology which is currently experiencing a personnel shortage, we have examined legal and ethical issues regarding collaboration between schools and neuropsychologists, and we are currently studying publication bias in school psychology meta-analyses.
Why all of these different projects?
There is much to do in the field of SRL research, but we also believe that there needs to be a delicate balance between expanding new research knowledge, refining theoretical models, and also getting SRL into actual practice. We perceive that the best way to do this is to link effective SRL assessment tools to research-based intervention supports. These assessments need to be placed in the hands of skilled and knowledgable professionals who actually have opportunities to use them and the assessments need to inform interventions that can actually be implemented effectively.
