Mixed-methods approaches to learning strategies and self-regulation in Physical Education: a literature review

Resource type
Journal Article
Authors/contributors
Title
Mixed-methods approaches to learning strategies and self-regulation in Physical Education: a literature review
Abstract
Introduction Students’ learning strategies and self-regulation processes are considered highly important in academic and Physical Education contexts. Educational researchers have called for mixed-method designs to investigate how students learn and not only what they learn. The aim of this literature review was to analyze the use of mixed-method designs in self-regulated learning research in a physical education setting.Methods The following databases were searched for relevant articles: ERIC, Persee, PsycInfo and Scopus. No date range was specified and keywords for the search included learning strategies, self-regulated learning, Physical Education, mixed-method, qualitative and quantitative analysis. Thirteen articles were selected and classified according to their theoretical framework. The last stage of selection extended the literature review in each theoretical framework.Results The results show that mixed-method design is relevant when researchers need findings on how students learn, and not only on what they learn. The use of mixed methods is well suited to the Information Processing, Self-Regulated Learning and Student Approaches of Learning theoretical traditions.
Publication
Physical Education and Sport Pedagogy
Volume
27
Issue
2
Pages
172-185
Date
2022-03-04
ISSN
1740-8989
Short Title
Mixed-methods approaches to learning strategies and self-regulation in Physical Education
Accessed
05/04/2022, 20:28
Library Catalog
Taylor and Francis+NEJM
Extra
Publisher: Routledge _eprint: https://doi.org/10.1080/17408989.2021.1999916
Citation
Kermarrec, G., Regaieg, G., & Clayton, R. (2022). Mixed-methods approaches to learning strategies and self-regulation in Physical Education: a literature review. Physical Education and Sport Pedagogy, 27(2), 172–185. https://doi.org/10.1080/17408989.2021.1999916