Assessing the effectiveness of a self-regulated learning programme on children in mainstream primary school in Hong Kong

The purpose of this research was to design, implement, and evaluate the effectiveness of a self-regulated learning programme for primary school children in Hong Kong. The intervention programme was based on the principles of the
self-regulatory learning theoretical framework emphasising a social cognitive approach to learning. The current study investigated the effectiveness of a curriculum-embedded
approach to self-regulated learning strategies programme, where the strategies were integrated into the learning process during Chinese lessons at a mainstream primary school. Through questionnaires, the study examined the
programme's effectiveness as well as its effect on children of different attainment levels and genders. A new self-regulated learning and study skills questionnaire
was designed as a tool to measure the children's levels of self-regulation. Their views about this programme and those of their teachers were collected through interviews. Statistical analysis showed that the programme significantly improved the children's learning motivation and self-regulated learning, and decreased the
anxiety levels for the intervention group. Although other variables were not statistically significant, the intervention group scored higher than the control
group in all areas. The intervention was equally effective for children of all attainment levels and both genders. In general, however, girls demonstrated higher motivation in learning than boys. In the interviews on the benefits of the learning strategies, the children's feedback was positive and most of them commented that the strategies helped them learn more effectively. The teachers also agreed that most of the self-regulated learning strategies were beneficial to the children, but they found
that the children had difficulty in goal setting and self-monitoring. This study contributes to educational psychology in examining children's acquisition of self-regulated learning strategies. It also facilitates an
understanding of how to support children of primary school age in developing more strategic and self-reflective learning skills. In addition, since most of the research in this area has been carried out in Western countries, this study, being based in Hong Kong, contributes a new understanding of the effectiveness of self-regulated learning from a different cultural perspective.

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