Easing the transition: do Talent Lessons and Talent Talks support students’ self-regulated learning skills in the transition from primary to secondary education?
IntroductionThe transition from primary to secondary school is a period that can affect students negatively, with regular drops in academic achievement observed. Training students’ self-regulated learning skills might help prevent some of the negative outcomes associated with the transition. We inve...
| Main Authors: | , , , , , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
Frontiers Media S.A.
2023-07-01
|
| Series: | Frontiers in Education |
| Subjects: | |
| Online Access: | https://www.frontiersin.org/articles/10.3389/feduc.2023.1149332/full |
| _version_ | 1797778010610335744 |
|---|---|
| author | Jorrick Beckers Sandra Bolkenbaas Anne-Roos Verbree Trudie Schils Tamara van Gog Anique de Bruin |
| author_facet | Jorrick Beckers Sandra Bolkenbaas Anne-Roos Verbree Trudie Schils Tamara van Gog Anique de Bruin |
| author_sort | Jorrick Beckers |
| collection | DOAJ |
| description | IntroductionThe transition from primary to secondary school is a period that can affect students negatively, with regular drops in academic achievement observed. Training students’ self-regulated learning skills might help prevent some of the negative outcomes associated with the transition. We investigate Talent Talk and Talent Lesson interventions, which aim to improve students’ metacognitive and affective self-regulation through enhancement of personal significance and strengthening of task-analysis skills.MethodThe present study researched whether Talents Talks and Talent Lessons can be used to improve students’ self-regulated learning skills, motivation, and self-efficacy. We employed a quasi-experimental 2 × 2 design comparing four groups (total N = 233), who received either Talent Talks or Talent Lessons, both, or neither. Students were tested at three separate moments on absolute monitoring accuracy and self-report measures of self-regulated learning, motivation, and self-efficacy, with the interventions being implemented between the first and second moment.ResultsThere were no significant differences between conditions at any of the test moments.DiscussionAs such, there is at present no evidence suggesting that Talent Talks and Talent Lessons positively influence self-regulation, self-efficacy, and motivation. Effectiveness of the intervention might be increased if Talent Talks and Talent Lessons are adapted, so that students’ reflections about talents are tailored to self-regulation of specific tasks. |
| first_indexed | 2024-03-12T23:11:11Z |
| format | Article |
| id | doaj.art-0ca1b2b85d6f4502a9fbc1e4a7c3f109 |
| institution | Directory Open Access Journal |
| issn | 2504-284X |
| language | English |
| last_indexed | 2024-03-12T23:11:11Z |
| publishDate | 2023-07-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Education |
| spelling | doaj.art-0ca1b2b85d6f4502a9fbc1e4a7c3f1092023-07-18T01:00:25ZengFrontiers Media S.A.Frontiers in Education2504-284X2023-07-01810.3389/feduc.2023.11493321149332Easing the transition: do Talent Lessons and Talent Talks support students’ self-regulated learning skills in the transition from primary to secondary education?Jorrick Beckers0Sandra Bolkenbaas1Anne-Roos Verbree2Trudie Schils3Tamara van Gog4Anique de Bruin5Department of Education, Open University of the Netherlands, Heerlen, NetherlandsVMBO Maasland, Lentiz, Maasland, NetherlandsEducation Center, University Medical Center Utrecht, Utrecht, NetherlandsDepartment of Macro, International and Labor Economics, School of Business and Economics, Maastricht University, Maastricht, NetherlandsDepartment of Education, Utrecht University, Utrecht, NetherlandsDepartment of Educational Development and Research, School of Health Professions Education, Maastricht University, Maastricht, NetherlandsIntroductionThe transition from primary to secondary school is a period that can affect students negatively, with regular drops in academic achievement observed. Training students’ self-regulated learning skills might help prevent some of the negative outcomes associated with the transition. We investigate Talent Talk and Talent Lesson interventions, which aim to improve students’ metacognitive and affective self-regulation through enhancement of personal significance and strengthening of task-analysis skills.MethodThe present study researched whether Talents Talks and Talent Lessons can be used to improve students’ self-regulated learning skills, motivation, and self-efficacy. We employed a quasi-experimental 2 × 2 design comparing four groups (total N = 233), who received either Talent Talks or Talent Lessons, both, or neither. Students were tested at three separate moments on absolute monitoring accuracy and self-report measures of self-regulated learning, motivation, and self-efficacy, with the interventions being implemented between the first and second moment.ResultsThere were no significant differences between conditions at any of the test moments.DiscussionAs such, there is at present no evidence suggesting that Talent Talks and Talent Lessons positively influence self-regulation, self-efficacy, and motivation. Effectiveness of the intervention might be increased if Talent Talks and Talent Lessons are adapted, so that students’ reflections about talents are tailored to self-regulation of specific tasks.https://www.frontiersin.org/articles/10.3389/feduc.2023.1149332/fulltransitionprimary educationsecondary educationself-regulated learningtalentquasi-experiment |
| spellingShingle | Jorrick Beckers Sandra Bolkenbaas Anne-Roos Verbree Trudie Schils Tamara van Gog Anique de Bruin Easing the transition: do Talent Lessons and Talent Talks support students’ self-regulated learning skills in the transition from primary to secondary education? Frontiers in Education transition primary education secondary education self-regulated learning talent quasi-experiment |
| title | Easing the transition: do Talent Lessons and Talent Talks support students’ self-regulated learning skills in the transition from primary to secondary education? |
| title_full | Easing the transition: do Talent Lessons and Talent Talks support students’ self-regulated learning skills in the transition from primary to secondary education? |
| title_fullStr | Easing the transition: do Talent Lessons and Talent Talks support students’ self-regulated learning skills in the transition from primary to secondary education? |
| title_full_unstemmed | Easing the transition: do Talent Lessons and Talent Talks support students’ self-regulated learning skills in the transition from primary to secondary education? |
| title_short | Easing the transition: do Talent Lessons and Talent Talks support students’ self-regulated learning skills in the transition from primary to secondary education? |
| title_sort | easing the transition do talent lessons and talent talks support students self regulated learning skills in the transition from primary to secondary education |
| topic | transition primary education secondary education self-regulated learning talent quasi-experiment |
| url | https://www.frontiersin.org/articles/10.3389/feduc.2023.1149332/full |
| work_keys_str_mv | AT jorrickbeckers easingthetransitiondotalentlessonsandtalenttalkssupportstudentsselfregulatedlearningskillsinthetransitionfromprimarytosecondaryeducation AT sandrabolkenbaas easingthetransitiondotalentlessonsandtalenttalkssupportstudentsselfregulatedlearningskillsinthetransitionfromprimarytosecondaryeducation AT anneroosverbree easingthetransitiondotalentlessonsandtalenttalkssupportstudentsselfregulatedlearningskillsinthetransitionfromprimarytosecondaryeducation AT trudieschils easingthetransitiondotalentlessonsandtalenttalkssupportstudentsselfregulatedlearningskillsinthetransitionfromprimarytosecondaryeducation AT tamaravangog easingthetransitiondotalentlessonsandtalenttalkssupportstudentsselfregulatedlearningskillsinthetransitionfromprimarytosecondaryeducation AT aniquedebruin easingthetransitiondotalentlessonsandtalenttalkssupportstudentsselfregulatedlearningskillsinthetransitionfromprimarytosecondaryeducation |