Learner profile stability and change over time: the impact of the explicit strategy instruction program “learning light”     

Amelie Rogiers  Emmelien Merchie  Hilde Van Keer 《The Journal of educational research》2020,113(1):26-45

Abstract

This study examined the stability and change in secondary school students’ learner profiles after receiving an explicit strategy instruction (ESI) to foster their text-learning strategy use. A randomized quasi-experimental repeated measures design was set up with one experimental condition – receiving an eight-lesson-teacher delivered instructional treatment – and one control condition. Four learner profiles (i.e., integrated strategy users, information organizers, mental learners, and limited strategy users) were corroborated at three measurement occasions in a sample of 444 students. Cluster movement analysis identified positive changes in students’ learner profiles over time. Both short- and long-term results were promising.  相似文献   

What they say is what they do? Comparing task-specific self-reports,think-aloud protocols,and study traces for measuring secondary school students’ text-learning strategies     

Rogiers  Amelie  Merchie  Emmelien  Van Keer  Hilde 《European Journal of Psychology of Education - EJPE》2020,35(2):315-332

European Journal of Psychology of Education - This study investigates the correlation between three data gathering methods for uncovering differences in secondary school students’...  相似文献   

Learner profiles in secondary education: Occurrence and relationship with performance and student characteristics     

Amélie Rogiers  Emmelien Merchie  Hilde Van Keer 《The Journal of educational research》2019,112(3):385-396

The authors explore the occurrence of different learner profiles in secondary education, as well as their relationship with test performance and student characteristics. Based on a cluster analysis of 1,931 secondary school students’ self-reported text-learning strategy use and study traces, the authors identified and validated four distinct learner profiles: integrated strategy users, information organizers, mental learners, and limited strategy users. Integrated strategy users engaged in different text-learning strategies and obtained the highest scores on the performance test. Limited strategy users generally used only a limited number of text-learning strategies and scored the lowest. In addition, a significant difference was established in gender and reading ability distribution across learner profiles, but home language distribution was not found to be significant.  相似文献