Evidence map›Paper›PMID 38764727›Full record

ArticleJournal of psychoeducational assessment2024

Measuring the Complexity of Self-Regulated Learning and Academic Challenges for Adolescents in Canada.

Meng Qi Wu, Violet V Cieslik, Safoura Askari, Allyson F Hadwin, Moira Hood

Abstract read
PubMed Full text at PMC Publisher
In one paragraph

Article in Journal of psychoeducational assessment, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.

0numbers the graph read from it
0cells of the map it votes in
1citing papers in PubMed
–field-weighted citation impact
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

1 citing paper in PubMed.

  1. Article
4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

5 authors.

Meng Qi WuDepartment of Educational Psychology and Leadership Studies, University of Victoria, Victoria, BC, Canada.ORCID https://orcid.org/0000-0002-6365-6053
Violet V CieslikDepartment of Psychology, University of Victoria, Victoria, BC, Canada.
Safoura AskariDepartment of Educational Psychology and Leadership Studies, University of Victoria, Victoria, BC, Canada.
Allyson F HadwinDepartment of Educational Psychology and Leadership Studies, University of Victoria, Victoria, BC, Canada.
Moira HoodDepartment of Educational Psychology and Leadership Studies, University of Victoria, Victoria, BC, Canada.

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

Research that uses self-report measures to examine the complexity of self-regulated learning (SRL) and academic challenges for adolescents is limited. This study examined the psychometric property of the Self-Regulated Learning Profile and Self-Diagnostic (SRL-PSD) instrument and addressed the multi-components of SRL and academic challenges for adolescents. Participants were 358 adolescents from a Canadian middle school. The subscales of SRL-PSD were administered to students through LimeSurvey during a 25-min instructional session over two days. Results demonstrated the SRL-PSD was a reliable and valid self-report instrument to measure adolescents' SRL practices and academic challenges. Also, all types of SRL practices and academic challenges were significantly intercorrelated. Additionally, all types of SRL practices were positively associated with school engagement, whereas all types of academic challenges were negatively associated with school engagement. Overall, this study provides a validated self-report measure for educators and researchers to examine adolescents' SRL practices and academic challenges.

Indexed as

academic challengeseducation program and leadershipmeasurementsecondary education/adolescenceself-regulated learningsocial and educational environmentstudent engagement

Identifiers

PMID38764727
PMCPMC11096067

What OpenQuestion holds

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LicenceCC BY
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Registered trials

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Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.