MEASURING COMPONENT AND SETS OF COGNITIVE-PROCESSES IN SELF-REGULATED LEARNING

We explored forms of cognitive engagement at 2 levels-component cognitive processes and sets of these components, labeled acquisition and transformation-that L. Corno and E. B. Mandinach (1983) described in their model of self-regulated learning (SRL). We collected data on students' cognition using 3 different measures of SRL processes-a global self-report scale, a self-report scale administered immediately after each of 6 academic tasks, and traces of cognition obtained while working on tasks. Also, we examined correlations between these measures of SRL and aptitude variables. Multitrait-multimethod analyses revealed that measures of SRL are not coherent. A significant issue for future research is whether SRL should be characterized in terms of individual cognitive components or in terms of coordinated sets of cognitive components and, if so, how these levels should articulate to form a coherent picture of SRL.