Secondary Students’ Self-Regulated Engagement in Reading – Deborah L. Butler, Sylvie C. Cartier, Leyton Schnellert, France Gagnon, & Matt Giammarino
In this study, Butler and colleagues examined how self-regulation relates to secondary students’ ability to learn subject content through reading. They found four different profiles of engagement among students that linked with their performance. The researchers discuss how self-regulated learning is situated within contexts.
Reference: Butler, D. L., Cartier, S. C., Schnellert, L., Gagnon, F., & Giammarino, M. (2011). Secondary students’ self-regulated engagement in reading: Researching self-regulation as situated in context. Psychological Test and Assessment Modeling, 53(1), 73-105.