The self-regulated learning of younger adolescents with and without learning difficulties : a comparative multiple case study

Černe, Tanja (author), Juriševič, Mojca (author)

Well-developed self-regulated learning is the key to enabling learners to achieve both their educational goals and wider personal development. However, this can be especially challenging for adolescents with learning difficulties, because of the neuropsychological and neurophysiological characteristics of such individuals, as well as the significant disparities they tend to experience between the effort put into learning on the one hand, and the resulting learning achievements on the other. In the current comparative multiple case study, we researched the self-regulated learning of three younger adolescents with learning difficulties and that of one younger adolescent without learning difficulties. The data were subjected to triangulation methods and qualitative analysis, with the results showing that the younger adolescents with learning difficulties mainly used cognitive rehearsal strategies, while the organisational and elaboration strategies were used only with the aid of the available social resources. The results also show that metacognitive strategies with regard to planning, assessment, and self-regulation were not yet fully developed in the participants with learning difficulties. Two of the three younger adolescents with learning difficulties show several signs of defensive pessimism and learned helplessness. All the adolescents participating in this case study received support and help in their home environments and developed suitable self-encouragement and self-rewarding strategies through perceptions of their own success in their free-time activities. The participating teachers did not fully identify the strong areas and performance factors in the younger adolescents, both with and without learning difficulties. The results obtained from this case study might contribute to developing more efficient special-educational intervention approaches.

• Language: English
• Keywords: self-regulated learning, younger adolescents with learning difficulties, comparative multiple case study
• Work type: Article
• Typology: 1.01 - Original Scientific Article
• Organization: PEF - Faculty of Education
• Publication status: Published
• Publication version: Version of Record
• Year: 2018
• Number of pages: Str. 9-28
• Numbering: Vol. 8, no. 4
• PID: 20.500.12556/RUL-106154
• UDC: 376-056.47:37.015.3
• ISSN on article: 1855-9719
• DOI: 10.26529/cepsj.42
• COBISS.SI-ID: 12047177

Copyright

Podatek o licenci CC BY 4.0 je naveden na pristajalni strani članka (glej zgoraj izvorni URL). (Datum opombe: 5. 9. 2025)

• Publication date in RUL: 27.03.2019

Record is a part of a journal

• Title: CEPS journal : Center for Educational Policy Studies journal = revija Centra za študij edukacijskih strategij
• Publisher: Založba Univerze v Ljubljani = University of Ljubljana Press
• ISSN: 1855-9719
• COBISS.SI-ID: 252707584

Licences

• License: CC BY 4.0, Creative Commons Attribution 4.0 International
• Link: http://creativecommons.org/licenses/by/4.0/
• Description: This is the standard Creative Commons license that gives others maximum freedom to do what they want with the work as long as they credit the author.

Secondary language

• Language: Slovenian
• Title: Učna samoregulacija mlajših mladostnikov z učnimi težavami in brez njih

Abstract

Dobro razvita učna samoregulacija je ključna za doseganje izobrazbenih ciljev in osebni napredek učencev. Ta je pri mladostnikih z učnimi težavami zaradi nevropsiholoških in nevrofizioloških vzrokov ter zaradi pomembnih razlik med vlaganjem truda v učenje ter učnimi dosežki pogosto težje dosegljiva. V primerjalni multipli študiji primera smo raziskali učno samoregulacijo pri treh mlajših mladostnikih z učnimi težavami in pri enem mlajšem mladostniku brez učnih težav. Kvalitativna analiza na osnovi triangulacije metod in virov podatkov je pokazala, da mladostniki z učnimi težavami pri svojem učenju uporabljajo pretežno kognitivne strategije ponavljanja, organizacijske in elaboracijske strategije pa le s pomočjo uporabe socialnih virov. Metakognitivnih strategij načrtovanja, spremljanja in uravnavanja lastnega učenja še niso povsem razvili. Dva mladostnika z učnimi težavami sta kazala več znakov defenzivnega pesimizma in naučene nemoči. Mladostniki, udeleženi v raziskavi, so imeli podporo in pomoč domačega okolja; prek zaznave lastne uspešnosti so v okviru interesnih dejavnosti razvili ustrezne motivacijske strategije samopotrjevanja, samospodbujanja in samonagrajevanja. Sodelujoči učitelji niso povsem zaznavali močnih področij in dejavnikov uspešnosti mladostnikov z učnimi težavami ter brez njih. Pridobljeni raziskovalni izsledki lahko prispevajo k oblikovanju učinkovitejših specialnopedagoških intervencijskih pristopov.

• Keywords: učenci s posebnimi potrebami, učne težave, učna samoregulacija, učenje, pedagoška psihologija, samoregulacija