The self-regulated learning of younger adolescents with and without learning difficulties - a comparative multiple case study

Dobro razvita učna samoregulacija je ključna za doseganje izobrazbenih ciljev in osebni napredek učencev. Ta je pri mladostnikih z učnimi težavami zaradi nevropsiholoških in nevrofizioloških vzrokov ter zaradi pomembnih razlik med vlaganjem truda v učenje ter učnimi dosežki pogosto težje dosegljiva. V primerjalni multipli študiji primera smo raziskali učno samoregulacijo pri treh mlajših mladostnikih z učnimi težavami in pri enem mlajšem mladostniku brez učnih težav. Kvalitativna analiza na osnovi triangulacije metod in virov podatkov je pokazala, da mladostniki z učnimi težavami pri svojem učenju uporabljajo pretežno kognitivne strategije ponavljanja, organizacijske in elaboracijske strategije pa le s pomočjo uporabe socialnih virov. Metakognitivnih strategij načrtovanja, spremljanja in uravnavanja lastnega učenja še niso povsem razvili. Dva mladostnika z učnimi težavami sta kazala več znakov defenzivnega pesimizma in naučene nemoči. Mladostniki, udeleženi v raziskavi, so imeli podporo in pomoč domačega okoljaprek zaznave lastne uspešnosti so v okviru interesnih dejavnosti razvili ustrezne motivacijske strategije samopotrjevanja, samospodbujanja in samonagrajevanja. Sodelujoči učitelji niso povsem zaznavali močnih področij in dejavnikov uspešnosti mladostnikov z učnimi težavami ter brez njih. Pridobljeni raziskovalni izsledki lahko prispevajo k oblikovanju učinkovitejših specialnopedagoških intervencijskih pristopov.Well-developed self-regulated learning is the key to enabling learners to achieve both their educational goals and wider personal development. However, this can be especially challenging for adolescents with learning difficulties, because of the neuropsychological and neurophysiological characteristics of such individuals, as well as the significant disparities they tend to experience between the effort put into learning on the one hand, and the resulting learning achievements on the other. In the current comparative multiple case study, we researched the self-regulated learning of three younger adolescents with learning difficulties and that of one younger adolescent without learning difficulties. The data were subjected to triangulation methods and qualitative analysis, with the results showing that the younger adolescents with learning difficulties mainly used cognitive rehearsal strategies, while the organisational and elaboration strategies were used only with the aid of the available social resources. The results also show that metacognitive strategies with regard to planning, assessment, and self-regulation were not yet fully developed in the participants with learning difficulties. Two of the three younger adolescents with learning difficulties show several signs of defensive pessimism and learned helplessness. All the adolescents participating in this case study received support and help in their home environments and developed suitable selfencouragement and self-rewarding strategies through perceptions of their own success in their free-time activities. The participating teachers did not fully identify the strong areas and performance factors in the younger adolescents, both with and without learning difficulties. The results obtained from this case study might contribute to developing more efficient special-educational intervention approaches