How Does the Use of a School e-Diary Affect the Formation of Self-regulated Learning skills? The Results of an Empirical Study

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Abstract

The article presents the results of the empirical research focused on studying the role of school e-diary in the formation of self-regulated learning skills. The study sample consisted of 73 first-year students. The methods used were: “Self-regulated learning in an online environment”, as well as a questionnaire aimed at studying the experience of using an electronic diary during the period of schooling. The results of the study showed that realizing the possibilities of using the electronic diary to manage their academic performance positively influences the formation of such skills as planning and self-assessment of academic performance. The findings suggest an ambiguous role of e-diary use in the formation of self-regulated learning skills. In conclusion, it is noted that the optimal period for gaining independent access to the electronic diary is middle school, and further prospects for studying the impact of the experience of using the electronic diary on the formation of characteristics students’ educational activity are discussed.

General Information

Keywords: self-regulated learning, school e-diary, digital educational technologies, predictors of self-regulated learning indicators

Publication rubric: Digital Transformation and Online Education: Technologies, Tools & Models

Article type: theses

Funding. The research was supported by an internal grant of the Herzen State Pedagogical University of Russia (project No. 23VG)

For citation: Volkova E.N., Miklyaeva A.V., Samoilov O.M. How Does the Use of a School e-Diary Affect the Formation of Self-regulated Learning skills? The Results of an Empirical Study. Digital Humanities and Technology in Education (DHTE 2024): Collection of Articles of the V International Scientific and Practical Conference. November 14-15, 2024 / V.V. Rubtsov, M.G. Sorokova, N.P. Radchikova (Eds). Moscow: Publishing house MSUPE, 2024., pp. 55–66.

Information About the Authors

Elena N. Volkova, Doctor of Psychology, Professor, Leading Researcher, Laboratory of child psychology and digital socialization, Federal Scientific Center for Psychological and Interdisciplinary Research, Moscow, Russia, ORCID: https://orcid.org/0000-0001-9667-4752, e-mail: envolkova@yandex.ru

Anastasia V. Miklyaeva, Doctor of Psychology, Docent, Professor of the Department of Human Psychology, Herzen State Pedagogical University of Russia, St.Petersburg, Russia, ORCID: https://orcid.org/0000-0001-8389-2275, e-mail: a.miklyaeva@gmail.com

Oleg M. Samoilov, Research Assistant, Research Laboratory “Cognitive Research in Education”, Herzen State Pedagogical University of Russia, St.Petersburg, Russia, ORCID: https://orcid.org/0009-0005-1509-7225, e-mail: osamoilov1@gmail.com

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