Video analysis of self-regulated learning in social and naturalistic contexts: The case of preschool and primary school children

D. Whitebread, D. Pino-Pasternak

Research output: A Conference proceeding or a Chapter in BookChapter

11 Citations (Scopus)

Abstract

The aim of this chapter is to illustrate the opportunities and challenges emerging from the use of video as a tool to capture and analyse children’s developing metacognitive and self-regulatory behaviors in genuine learning contexts. In order to meet this aim, this chapter presents two empirical illustrations concerned with the development of metacognition and self-regulation in preschool and primary school children in the context of authentic learning activities.
Original languageEnglish
Title of host publicationInterpersonal Regulation of Learning and Motivation
Subtitle of host publicationMethodological Advances
EditorsSimone Volet, Marja Vauras
Place of PublicationLondon
PublisherRoutledge
Chapter2
Pages1-32
Number of pages32
ISBN (Electronic)9781136305573
DOIs
Publication statusPublished - 2013
Externally publishedYes

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Whitebread, D., & Pino-Pasternak, D. (2013). Video analysis of self-regulated learning in social and naturalistic contexts: The case of preschool and primary school children. In S. Volet, & M. Vauras (Eds.), Interpersonal Regulation of Learning and Motivation: Methodological Advances (pp. 1-32). London: Routledge. https://doi.org/10.4324/9780203117736