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

D. Whitebread; D. Pino-Pasternak

doi:10.4324/9780203117736

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 Book › Chapter › peer-review

18 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 language	English
Title of host publication	Interpersonal Regulation of Learning and Motivation
Subtitle of host publication	Methodological Advances
Editors	Simone Volet, Marja Vauras
Place of Publication	London
Publisher	Routledge
Chapter	2
Pages	1-32
Number of pages	32
ISBN (Electronic)	9781136305573
DOIs	https://doi.org/10.4324/9780203117736
Publication status	Published - 2013
Externally published	Yes

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Video analysis of self-regulated learning in social and naturalistic contexts: The case of preschool and primary school children. / Whitebread, D.; Pino-Pasternak, D.
Interpersonal Regulation of Learning and Motivation: Methodological Advances. ed. / Simone Volet; Marja Vauras. London: Routledge, 2013. p. 1-32.

Research output: A Conference proceeding or a Chapter in Book › Chapter › peer-review

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

Abstract

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