AERA Study & Self-Regulated Learning SIG


July 2005

Newsletter Author: Sarah Manlove, Twente University , the Netherlands

Editor: Heidi Andrade, University at Albany , New York



Important Links

2006 Conference News:

•  Call for proposals

•  Call for Volunteers

•  Joining AERA & Our SIG

SIG Issues, Events & News:

•  SIG Officers 2005-2006

•  Suggestions for Using Our Funds

•  2005 Montreal Program Highlights


•  New Researchers & Phd Students-Criteria of A Good Proposal

•  Preview: EARLI Metacognition SIG Program

•  NEW! Metacognition & Learning Journal Call for Submissions

Give us your Feedback !

AERA Member Login (Proposal Submission & Volunteering)

Joining AERA & Our SIG-Membership Information






2006 Conference News

Call for Proposals

DEADLINE: August 1 st Divisions A-J, August 2 nd Division K & L, & SIGS

With the deadline fast approaching for the 2006 AERA conference, please consider submitting a proposal to our SIG. Our SIG is looking for proposals on research related to academic studying and self-regulation throughout life learning. Topics include (but are not limited to) motivation, metacognition, learning strategies, and the promotion of SRL within all learning situations and across disciplines.

The process of submitting a proposal is as follows:

•  Login with your AERA membership at:

•  Click the link: “Click here to submit a proposal or volunteer to be a chair, discussant or reviewer”

•  You will be directed to a new submitters area

•  Click “Submit or Edit a Proposal”

•  Click submit a new proposal

•  Select the “SIG” link at the top right to view a list of SIGs.

•  Select “Studying & Self-Regulated Learning SIG”

•  Select the type or individual or group proposal you want to submit.

•  At this point you'll be directed to an online submission form. Here you will enter information such as a title and abstract, methods, descriptors, and select if you want your session to be audiotaped, as well as enter any special requests or needs.

•  When you are ready to submit your proposal as an attachment, please check the following:

•  Make sure your names DO NOT APPEAR on the submitted draft, this will ensure a blind review.

•  Follow the online directions for uploading your proposal.

Call for Volunteers

We need reviewers, chairs & discussants for the 2006 program! Please consider volunteering. All of these positions offer a great service to our SIG. Being a reviewer gives members the benefit of pre-viewing and selecting research they feel is appropriate and would like to be seen by both our members and the general AERA membership. Being a discussant or chair of a session gives you the opportunity as well to promote and discuss research which can be of specific interest to you.


Go to the AERA site:


  1. Select: “Announcements”
  2. Select “2006 AERA Annual Meeting Submission System Now Open”
  3. Select: “Volunteer to be a Chair, Discussant, or Reviewer”
  4. Edit your personal profile with citations of your work, and key word descriptions of area expertise. This is important as we try to send you papers relevant to your field.
  5. Scroll to Studying & Self-Regulated Learning SIG and select the number of proposals you are willing to review. Please note the default is set at 0, and it's important so we don't send you too many, or too few proposals.
  6. Select also, chair or discussant volunteer if you wish.
  7. Select “Accept & Continue” and you are finished.

Reviewer volunteers will receive their papers by the end of August, and have about a month to six weeks to conclude the review process.

Membership: Joining AERA & Our SIG

In order to become a member of AERA and Join our SIG please see the following page: . On this page you'll find a pdf file which you can fax, mail, or e-mail to AERA. This pdf file includes a place to select SIG membership (on page 3). Our dues are 10$ per year.

If you are an international affiliate or a student there are separate options for your membership which are also explained on this page.

SIG Issues, Events, & News


AERA 2006 SIG Officers/Contacts:

Senior:  Linda Garavalia, Psych Dept., 4825 Troost, Suite 215 , UMKC, Kansas City , MO 64110   phone (816)235-2490 email:

Junior:  Bill Lan, 7420 93 rd Street , Lubbock , TX 79424   phone (806) 792-2338  email:

Co-program chairs
Senior: Sarah Manlove, Universiteit Twente, Ist Cubicus, Drienerlolaan 5, 7522 NB Enschede, The Netherlands  phone: 053 489-5308  email:

Junior:  Sherri Horner, 550 Education Bldg., Bowling Green State University, Bowling Green, Ohio  43403  phone (419) 372-7343

Senior: Heidi Andrade, University at Albany , 1400 Washington Ave. , ED 233, Albany , NY 12222   phone: 518-437-4422  email:

Junior: Scarlette (Carle) Gordon, 4942 Haskell Ave , Encino , CA 91436   phone: 818-386-1024  email:

Senior: Evelyn O'Connor, Queens College, 65-30 Kissena Blvd , Flushing , NY 11367   email:

Junior:  Srilata Bhattacharyya, 26 Frost Pond Road , Glen Cove , NY 11542   phone: 516-759-0465  email:

Webmaster :

Rick King , 816 Tolland Stage Road, Tolland , CT   06084 . phone (860) 871-0734   email:

Suggestions for Using Our Funds

Our SIG currently has a additional funds we'd like to use to the benefit of our members…..Do you have an idea? We have planned on providing a breakfast for our business meeting at the San Fransico 2006 conference with some of the money but we would also like suggestions from you. Here are a few we've already heard: Award for Ph .D. d Student Research, and & hosting a dinner for members. We will put your suggestions in a listserv e-mail and put the options to a membership vote. Results will be published in the January 2006 Newsletter. Please think of options and look for the e-mail in upcoming weeks.

2005 Montreal Program Highlights

Conferences such as AERA afford researchers and educators the chance to “survey the field” in order to determine issues and trends pertinent to their research. Taking a mental step back to examine these patterns can assist conference participants with a fuller understanding of the definition, breadth and nuance of their research or interest in a topic. Towards this end, this article examines the Studying & Self-Regulated Learning SIG presentations of 2005. Our SIG sig sessions of 2005 presented a range of issues pertinent to both theory and application of self-regulated learning (SRL). In general the papers reflected a broad spectrum of research for SRL and covered both methodological issues as well as applied and environmental factors. Here is a short review of the papers accepted and presented in Montreal .

Self-Assessment in Self-Regulation

In the first round table session of the conference, papers were presented focusing on aspects of student's self-assessment of SRL processes. Central to these papers was the issue of validity and reliability with respect to asking student's to assess their own planning, monitoring, evaluation and cognitive strategy uses. Dr. Nokelainen, Pekka, and Ruohotie looked at the construct validity of abilities for a computer assisted learning questionnaire within self-regulation, and Dugan looked at validation issues for a new self-report test which expands on the MSLQ and LASSI, the most widely used self-report assessments for SRL. Bol, Hacker & Bahbahani examined the potential to improve the accuracy of student's calibration of their current level of learning with actual measures. The final two papers presented at this round-table/paper presentation looked at the impact which affording students a self-assessment tool during online learning, and training had on SRL processes (Virtanen, Nevgi, Niemi; Sigler & Magnuson).

Direct Strategy Instruction, Parental, and Teacher Behavior Impacts

The first paper session, The Influence of Direct Strategy Instruction, Parental, and Teaching Behavior on Self Regulation examined the influence direct strategy instruction, parental modeling, and teacher behavior had on student self-regulation processes , highlighting . Highlighting the important factors which assist the self-regulatory system and how environmental factors such as text book content, and teacher modeling can influence have on SRL. The first three papers (Hadwin, Tevaarwerk, & Ross; Lee, Lan, Hamman & Hendricks; and Papadimitriou, Marmarinos, Chryssanthopoulou, & Gerakaki) examined the role strategies play in self regulatory systems by examining how their use is supported in textbooks, and via direct instruction methods. The second part of this session offered two papers on the influences which parental modeling and behavior (Hill) and teacher behavior (Mullen) have on student self regulatory processes. This session presented these three important support systems for self regulation in a continuum from the formal (direct instruction) to the less formal (parental and teaching modeling).

Supporting Self-Regulation

The second paper session, Supporting Self-Regulation in Different Learning Environments presented ways in which self-regulatory processes can be supported within a variety of learning situations. Litchfield, Lewis, and & Anderton , and Manlove, Lazonder and & De Jong examined the effect of different support mechanisms in online learning situations, showing how SRL research has impacted online design rationales. Fadde highlighted the promotion of SRL within sports skills training by showing how athletes can attend to reflection on performance with a computerized environment. Galbraith, Albayrak and & Sockman highlighted and examined how student's use of video controls might show evidence of self-regulatory monitoring during video-based instruction. Finally Kramarski (2004) looked at three different metacognitive approaches for using student errors to enhance student's mathematical reasoning.

Learning Task Characteristics, Instructional Approach & Student Epistemological knowledge impacts on SRL

The second paper session of our SIG, The Roles of Metacognitive Processes in Different Learning Environments, presented research which examined self-regulation from the perspective of metacognitive skill. These papers in particular highlighted the impact which different learning tasks, environments and a student's task knowledge interact with the application of metacognitive skills (SRL) of planning, monitoring, reflection and strategy use. Veenman, Spaans, Hout-Wolters, and & Mohr looked at how different learning processes (concept, deep understanding, routines, cognitive strategy and reflection) draw differently on metacognitive skills within statistics learning. Kramarski , and Mevarech, examined the effect which different metacognitive activities embedded within a discussion forum and direct metacognitive instruction had on mathematical and scientific literacy acquisition. Mason supplemented these issues by looking at student's belief systems and epistemological epistemelogical meta-knowledge with regards to argumentation of controversial topics within learning.


In conclusion, Our 2005 SIG sessions highlight the following research trends and questions in SRL research; 1) Methodological –what sorts of methods can we use to make student SRL processes explicit and how valid and reliable are these methods? 2) Influencing factors -what and how do factors such as student belief systems, learning task characteristics, parent and teacher modeling, and other environmental factors have on SRL processes? 3) Support -what kinds of support within both online and classroom learning, show evidence of improving student's self-regulation processes? How do these supports work, and what can they tell us about designing instruction? Finally 4 ) Theory - how does self-regulation and metacognition work? What evidence can we show of the dynamics of SRL within learning and the interplay which occurs between student's metacognitive systems and the learning settings they engage with? If any of these papers are of interest to you, they are presented below in author alphabetical order with e-mail addresses for contacting the authors.

2005 Studying & Self-Regulated Learning SIG Papers:



New Researchers & Phd Students: Criteria for a Good Proposal

In the beginning of an academic study or career, writing a good research proposal or the results of a study in a scientific format can be daunting. In order to assist those newer researchers and Ph .D. students d Students within our SIG, we are presenting tips for a good proposal and a description of the characteristics by proposal section which are often examined by reviewers. The following was adapted and inspired by Krathwohl (1998).

•  Introduction:

•  Problem statement, theory, explanation and rationale are explained clearly. This includes definitions of concepts and issues being investigated.

•  Strong links to prior research are apparent.

•  Rationale for the research is explicated and justified given the links to prior research.

•  Research questions, and hypotheses (if applicable) are clearly explicated

•  Methods:

•  Participants (who) Are the participants appropriate to the research problem? Are all sampling issues accounted for given the design of the study?

•  Situation (where), Is the situation appropriate to the research problem? Does the description of where the research was conducted account for uncontrolled variables?

•  Treatment (why) what is the treatment which is being utilized. Are operational definitions clear and appropriate to the problem.

•  Effect (what), does the method address the expected effect of the treatment(s). Doe the effect descriptions include links to problem statement, rationale or prior research section.

•  Procedure, does the method section include a clear picture of how the study was conducted

•  Data Analysis:

•  Do the methods for analysis of treatment effects make sense, and account for alternative explanations of the data?

•  Are all coding procedures clearly explained?

•  Is the justification of methods clear, and are the limitations of analysis techniques clearly explained? (i.e. Use of Kendalls Tau B vs. Pearsons correlation)

•  Results:

•  Do the research results make sense in light of the analysis and methods utilized?

•  Are results presented clearly and give the reader a real sense of conclusions, and states of hypothesis and research questions to be answered?

•  Does the data show that the hypothesized relationship is demonstrated across all measures and observations?

•  If applicable, are delimitations of the study clearly stated?

•  Conclusions:

•  Are the results clearly summarized?

•  Are links between prior research, current results, theory and hypotheses clearly explained?

•  Does the conclusion include a description of future lines of research?

Krathwohl, D. (1998) Methods of Educational and Social Science Research An Integrated Approach. Amsterdam : Longman.

Preview EARLI Metacognition SIG Program

Cyprus August 2005.

Since 2004, the Studying & Self-Regulated Learning SIG has been promoting information sharing and partnership activities with the newly formed EARLI Metacognition SIG. Our January 2004 SIG newsletter highlighted this SIG and its it's activities. With the aim of furthering information sharing , here is a look at what the EARLI Metacognition SIG will be hosting at the biannual EARLI conference , which will be held in Cyprus , August 23 rd to the 27 th , 2005. At the conference the SIG will be hosting two invited symposia: “Current Issues in the Training of Metacognition” and “The Nature of Metacognition”. Below is a listing of the papers which will be in each. If you would like more information, or to receive a copy of presented papers please feel free to contact the authors at the e-mails listed post conference . !

EARLI Symposia: Current Issues in the Training of Metacognition

  Organizers: Annemie Desoete & Marcel VJ Veenman ( )


•  Effects of explicit meta-strategic teaching regarding variable control on students' strategic and meta-strategic thinking . Authors: Anat Zohar and Bracha Peled Affiliation: Hebrew University of Jerusalem, School of Education, Israel


Prof. E. de Corte, Catholic University Leuven, Belgium.

EARLI Symposia: The Nature of Metacognition

Organizer and Chair: Marcel V.J. Veenman, Dept. of Developmental and Educational Psychology, Leiden University and Graduate School of Teaching and Learning, University of Amsterdam.


•  The interplay of the development of processing efficiency, working memory and self-representation with the development of mathematical performance . Authors: Areti Panaoura & Andreas Demetriou, University of Cyprus , Cyprus

•  Strategic flexibility: A special case of metacognition . Authors: Hein Broekkamp, Bernadette H. A. M. van Hout-Wolters, & Marcel V. J. Veenman Affiliation: Graduate School of Teaching and Learning, University of Amsterdam, The Netherlands

•  Metacognitive activity, intelligence, and learning results . Authors: Joost Meijer, Marcel V. J. Veenman, & Bernadette H. A. M. van Hout-Wolters. Affiliation: Graduate School of Teaching and Learning, University of Amsterdam , The Netherlands

•  Fostering metacognition and learning strategies in commercial education . Author: Michael Bendorf. Affiliation: University of Göttingen , Germany

Discussant: Anastasia Efklides, Aristotle University of Thessaloniki , Greece


NEW! Metacognition & Learning Journal --- See more about it (.pdf file)

Springer Publications, Spring 2006


One of the projects of the Metacognition SIG at EARLI was the development of a new journal for metacognitive research. This journal has become a reality with Springer publishers. The first edition of the journal is planned for Spring 2006. The journal will be called: Metacognition and Learning . The editor of the journal will be Dr. Marcel Veenman, with associate editors: Dr. Bernadette van Hout-Wolters from the University of Amsterdam and Dr. Peter Afflerback from the University of Maryland . In addition to these editors, there is an international editorial advisory board which includes members of both our SIG and the EARLI Metacognition SIG. This board includes very prominent researchers in metacognition Metacognition and self Self -regulation research. The following comes from the official Springer announcement of the journal. This flyer is also available to download from our website.


“ Metacognition and Learning will address various components of metacognition, such as metacognitive awareness, experiences, knowledge, and executive skills. Moreover, both general metacognition as well as domain-specific metacognitions in various task domains (math, physics, reading, writing, etc.) will be considered. Papers may address fundamental theoretical issues, measurement issues regarding both quantitative and qualitative methods, as well as empirical studies about individual differences in metacognition, relations with other learner characteristics and learning strategies, developmental issues, the training of metacognition components in learning, and the teacher's role in metacognition training. Submitted papers will be judged on their theoretical relevance, their methodological thoroughness, and their appeal to an international audience. The journal aims for a high academic standards with relevance to the field of educational practices. Papers should pertain to the role of metacognition in learning situations.”

In order to submit your research reseach for this journal, please see . Or contact Ms. Marie Sheldon of Springer publications at or Dr. Marcel Veenman at . You can also download the flyer here .

We welcome your feedback….

Thanks so much for your attention to this newsletter. We are in the process of trying to make our newsletters more relevant and interesting to our membership. Please let us know if you have any suggestions! Please send feedback to Heidi Andrade, our new Newsletter Chair for 2006!