A1 Journal article (refereed)
The dynamic relationship between response processes and self-regulation in critical thinking assessments (2021)


Hyytinen, H., Ursin, J., Silvennoinen, K., Kleemola, K., & Toom, A. (2021). The dynamic relationship between response processes and self-regulation in critical thinking assessments. Studies in Educational Evaluation, 71, Article 101090. https://doi.org/10.1016/j.stueduc.2021.101090


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Publication details

All authors or editorsHyytinen, Heidi; Ursin, Jani; Silvennoinen, Kaisa; Kleemola, Katri; Toom, Auli

Journal or seriesStudies in Educational Evaluation

ISSN0191-491X

eISSN1879-2529

Publication year2021

Volume71

Article number101090

PublisherElsevier BV

Publication countryUnited States

Publication languageEnglish

DOIhttps://doi.org/10.1016/j.stueduc.2021.101090

Publication open accessOpenly available

Publication channel open accessPartially open access channel

Publication is parallel published (JYX)https://jyx.jyu.fi/handle/123456789/78066


Abstract

Our aim was to explore higher education students’ response and self-regulatory processes plus the relationship between these, as evidenced in two types of performance-based critical thinking tasks included in the Collegiate Learning Assessment (CLA+) International instrument. The data collection consisted of 20 cognitive laboratories. The data were analyzed using a qualitative approach. The tasks were found to trigger different response and self-regulatory processes. Overall, the performance task evoked more holistic processes than the selected-response questions, in which students’ processes were more question-oriented. The results also indicated the entanglement of students’ response and self-regulation processes. Three self-regulation groups were identified. Students with versatile self-regulation skills were able to complete the task thoroughly, whereas students with moderate self-regulation skills faced challenges in monitoring and evaluating their performance. Students who were lacking in self-regulation struggled both with the task as a whole and their own progress. Implications for higher education are discussed.


Keywordsstudentslearningcritical thinkingself-regulation (control)challengesevaluationself-evaluationstudies in an institution of higher educationtertiary educationqualitative analysis (chemical analysis)

Free keywordsperformance-based assessment; critical thinking; response processes; self-regulation; undergraduate students; qualitative analysis


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Ministry reportingYes

Reporting Year2021

JUFO rating1


Last updated on 2024-22-04 at 13:50