Addressing Children’s Self-Evaluation and Self-Efficacy Deficits in a Literacy Application

Abstract

The ability to self-regulate one’s learning (SRL) is considered to have a significant impact on educational outcomes. We present here a research work aiming first at detecting self-evaluation and self-efficacy deficits for young (5-7 years old) students, in the context of a literacy web application. From SRL answers we were able to characterize some answer patterns associated to SRL deficits, showing that around 30% of students seem to suffer from at least one of the four deficits considered in this study. We also surveyed close to 300 teachers to find out how they would like to be informed about their students’ SRL deficits and how they would address them, so that the remediation of deficits in the application could be co-designed with them.