Lees ook de terugblik van SELFLEX op EARLI 2025.

Hieronder vind je de geaccepteerde bijdragen van het SELFLEX onderzoeksconsortium op de EARLI conferentie in 2025. Informatie over het volledige onderzoek van SELFLEX vind je hier.

  • Werkpakket 1 (symposium): Uitdagingen bij het meten van zelfgereguleerd leren en moderne benaderingen om deze op te lossen.
  • Werkpakket 2 (roundtable): How does curricular freedom of choice influence students’ (self-regulated) learning and motivation?

Werkpakket 1: Uitdagingen bij het meten van zelfgereguleerd leren en moderne benaderingen om deze op te lossen

Symposium titel: Challenges When Measuring Self-Regulated Learning and Modern Approaches to Solve Them

Sessie 1: Longitudinal Changes in Self-Regulated Learning and Challenges with Using Self-Report Data

Samantha G. Vos1, Lisette Wijnia1, R. L. Martens1, R. H. M. de Groot1

1 Open Universiteit (The Netherlands)
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Sessie 2: Higher Education Students’ Development of Self-Regulated Learning through Reflective Portfolio Use

Sina Gottschlich¹, Judith Sieben ², Hillie Aaldering³, Anique de Bruin¹

1 Department of Educational Development and Research, School of Health Professions Education, Maastricht University

2 Department of Anatomy and Embryology, Faculty of Health, Medicine and Life Sciences,

Maastricht University

3 Department of Organizational Science, Faculty of Social Sciences, Vrije Universiteit Amsterdam
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Sessie 3: Measuring the quality of goal-setting and reflection in socially shared regulated learning (SSRL)

Noortje Janssen1, Hillie Aaldering2

1 Behavioural Science Institute, Radboud University

2 Department of Organizational Science, Faculty of Social Sciences, Vrije Universiteit Amsterdam
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Sessie 4: Real-Time Insights: Assessing Self-Regulated Learning in Tutoring Sessions Using Microanalysis

Anastasia Kitsantas, Roberto Pamas, Divya Varier, Haley Mckeen, Christine Nardelli, Beth, Hosek, & Sahar Wahidi

George Mason University

Werkpakket 2: roundtable op de EARLI conferentie.

How does curricular freedom of choice influence students’ (self-regulated) learning and motivation?

Renée Hendriks, Milou van Harsel, Judith Teunissen & Peter Verkoeijen

Abstract

Higher education institutions are currently rethinking educational programs to meet the needs of a changing student demographic and professional field. Consequently, opportunities for flexible and personalized learning pathways are created, where students are given more choice in how, what, when, and where they learn. It is suggested that more freedom of choice in curricula increases learner-control and feelings of autonomy, which in turn might lead to more autonomous motivation, better self-regulated learning and higher learning outcomes. However, it is an open question to what extent students actually perceive the designed curricular freedom of choice as actual freedom of choice. Moreover, there is generally little research conducted in the context of higher education on the assumed pathway that runs from perceived autonomy through choice via autonomous motivation to self-regulated learning and performance. Therefore, the present study investigates this pathway in a first-year part-time nursing program. Participants are 75 first-year students of the nursing school of a University of Applied Sciences in the Netherlands. At the moment, data is being collected by using mixed methods. A structural equation model will be used to test the proposed pathway model. We will have our preliminary findings ready before the start of the conference in order to discuss them with the audience.