SELF-REGULATED LEARNING IN HIGH SCHOOL: EVIDENCE FROM A QUASI-EXPERIMENTAL STUDY IN PHYSICAL EDUCATION CLASSES
DOI:
https://doi.org/10.56238/arev7n12-093Keywords:
Self-Regulated Learning, High School, Physical Education, Pedagogical InterventionAbstract
This study aimed at examining the effects of a structured pedagogical intervention implemented in Physical Education classes on high school students’ levels of self-regulated learning. Addressing a notable gap in research that connects bodily practices with self-regulatory processes in school settings, a quasi-experimental design was adopted, comprising non-randomized control and experimental groups. A total of 244 students participated, distributed according to the pre-existing class organization of the institution. The intervention, conducted over fifteen lessons, was designed to stimulate components related to planning, monitoring and self-reflection, in line with contemporary models of self-regulated learning. The construct was measured using the Self-Regulated Learning Processes Inventory (SRLI), administered before and after the intervention. Analyses included descriptive statistics, paired t-tests, Pearson correlations and linear regressions. The results revealed distinct patterns between the groups, suggesting that certain motivational dimensions were significantly associated with self-regulation in the experimental group, although the research design warrants caution regarding causal inferences. The implications of the findings are discussed considering theoretical frameworks of self-regulated learning, highlighting the relevance of interventions that integrate bodily activities, guided reflection and opportunities for active engagement. This study contributes to ongoing discussions on pedagogical practices in Physical Education and enhances understanding of the connections between bodily experiences and self-regulatory processes in basic education.
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