Investment in fellowship : investigating student behaviour within the context of self-regulated learning study classes from an identity perspective; how these behaviours are supported within the school; and what effect, if any they have on self-regulated learning processes : a case study

Abstract

By incorporating self-regulated learning study (SRL) classes into its timetable, Breivang Senior High School has created a specific arena for the school to potentially realise its obligations and responsibilities to key aims in the Upper Secondary Education Act. However, the teaching staff is frustrated that the students do not take responsibility for their learning in the study classes. This case study investigates the motivation for student behaviour within the context of self-regulated learning study classes at Breivang Senior High School. It explains: the utility value(s) (nytteverdi) of the classes from an identity perspective; how the utility value(s) is supported within the school; and what effect, if any the utility value(s) has on self-regulated learning processes. This research includes the collection and analysis of empirical data from study class observations, student focus group interviews, and individual student questionnaires. It also includes a review of the literature on self-regulated learning, adolescence, and identity. The findings from this study show that current approaches by teaching staff within the study class arena are serving to support a ‘relaxed’ utility value of the classes; and that central to helping learners become ‘responsible for their own learning’ is the role teachers play. Teachers and school management at Breivang need to become aware of their own role in setting the norms of behaviour in the SRL study classes, and this dissertation supports teachers and management becoming more active in the SRL arena.