Study title

The purpose of the research was to develop tools for determining differences between pupils in knowledge about the strategies they use in individual learning and about their actual use. Aim of the pilot study was to adapt and/or develop instruments to measure the individual characteristics of pupils in self-regulated learning. Instruments to identify cognitive, meta-cognitive, and emotional-motivational processes that constitute self-regulation were tested. Slovenian pupils who attended the 9th grade of elementary school in the 2018/2019 school year participated in the study. The translated and adapted questionnaire "Children's Perceived use of Self-Regulated Learning Inventory" (CP-SRLI; Vandevelde, Van Keer and Rosseel, 2013) was used, which asks pupils about their use of different strategies when working for school. The Slovenian version of the questionnaire used in this pilot study included 15 scales from nine domains. All participants of the pilot study participated in this part. Two other tools to measure meta-cognitive knowledge in an e-learning environment were also developed. The first tool contains an open-ended question about how one learns when mastering such a topic (e-learning unit). The second tool is a closed-ended questionnaire asking pupils about the effectiveness of the eight cognitive strategies offered when learning with e-materials (five-point scale). On each of the instruments answered half of the participants in the pilot study. Pilot study was conducted within the framework of the project »Effectiveness of different types of scaffolding in self-regulated e-learning«, which was followed by the execution of the main study (ADP - IDNo: PMSEUG20) using the developed instruments. For a correct understanding of the questionnaires and interpretation of the data, we suggest that you look at the following documents among the accompanying materials: 1) Opis spremenljivk v bazi podatkov (Variable description in database) and 2) Navodila za...