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

JYU authors or editors

Publication details

All authors or editors: Hyytinen, Heidi; Ursin, Jani; Silvennoinen, Kaisa; Kleemola, Katri; Toom, Auli

Journal or series: Studies in Educational Evaluation

ISSN: 0191-491X

eISSN: 1879-2529

Publication year: 2021

Volume: 71

Article number: 101090

Publisher: Elsevier BV

Publication country: United States

Publication language: English

DOI: https://doi.org/10.1016/j.stueduc.2021.101090

Publication open access: Openly available

Publication channel open access: Partially 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.

Keywords: students; learning; critical thinking; self-regulation (control); challenges; evaluation; self-evaluation; studies in an institution of higher education; tertiary education; qualitative analysis (chemical analysis)

Free keywords: performance-based assessment; critical thinking; response processes; self-regulation; undergraduate students; qualitative analysis

Contributing organizations

Ministry reporting: Yes

Reporting Year: 2021

JUFO rating: 1