Measuring students' self-regulated learning in professional education: bridging the gap between event and aptitude measurements.

Self-regulated learning has benefits for students' academic performance in school, but also for expertise development during their professional career. This study examined the validity of an instrument to measure student teachers' regulation of their learning to teach across multiple and different kinds of learning events in the context of a postgraduate professional teacher education programme. Based on an analysis of the literature, we developed a log with structured questions that could be used as a multiple-event instrument to determine the quality of student teachers' regulation of learning by combining data from multiple learning experiences. The findings showed that this structured version of the instrument measured student teachers' regulation of their learning in a valid and reliable way. Furthermore, with the aid of the Structured Learning Report individual differences in student teachers' regulation of learning could be discerned. Together the findings indicate that a multiple-event instrument can be used to measure regulation of learning in multiple contexts for various learning experiences at the same time, without the necessity of relying on students' ability to rate themselves across all these different experiences. In this way, this instrument can make an important contribution to bridging the gap between two dominant approaches to measure SRL, the traditional aptitude and event measurement approach.

Scaffolding of small groups' metacognitive activities with an avatar.

Metacognitive scaffolding in a computer-supported learning environment can influence students' metacognitive activities, metacognitive knowledge and domain knowledge. In this study we analyze how metacognitive activities mediate the relationships between different avatar scaffolds on students' learning. Multivariate, multilevel analysis of the 51,339 conversation turns by 54 elementary school students working in triads showed that scaffolding has an effect on students' learning. Students receiving structuring or problematizing metacognitive scaffolds displayed more metacognitive knowledge than students in the control group. Metacognitive activities mediated the effects of scaffolding, and increased metacognitive activities supported students' metacognitive knowledge. Moreover, students who were engaged in proportionately more cognitive activities or fewer off-task activities also outperformed other students on the metacognitive knowledge test. Only problematizing scaffolds led to more domain knowledge and metacognitive activities mediated the effects of the problematizing scaffolds. Moreover, students in the problematizing condition who engaged in more cognitive activities or whose group mates used more relational activities had greater domain knowledge acquisition than other students.

Professionals' attitudes toward reducing restraint: the case of seclusion in the Netherlands.

INTRODUCTION: Despite public opinion and policy interventions, restraint remains a common practice. This is also the case in the Netherlands, where projects aimed to reduce seclusion, have not led to a decreased use of restraint. Is this lack of effectiveness related to attitudes of the professionals? The aim of this study was to explore the attitudes of professionals working in mental health care toward restraint. METHOD: A questionnaire with eight scales was constructed for measuring attitudes of professionals. Scores of 540 professionals were studied, using analysis of variance and cluster analysis and related to several personnel and organizational characteristics. RESULTS: The more professionals were personally involved in seclusion, the more they believed in it. Three types of professionals were identified: Transformers, Doubters and Maintainers. More than half of the psychiatrists (56%) belonged to the type of maintainers. Nurses were more divided. CONCLUSION: Professionals working in clinical settings are not really opposed to restraint. This could explain the limited effects of innovation projects.