Self-regulated learning (SRL) is a critical skill that should be fostered from the early stages of education. The ability to metacognitively reflect plays a central role in supporting SRL, yet its practical implementation in primary education remains underexplored. This case study explores how structured reflection can support SRL in primary education during a phenomenon-based study module. Reflection was prompted in different phases of the SRL process using a learning management system that provided question prompts and learning analytics visualisations. Pupils’ written answers to reflection prompts were first analysed using a qualitative content analysis. Three specific reflection profiles were identified using a latent class analysis: Reluctant, Nascent and Active reflectors. Differences between the profiles were found in the goal setting and monitoring phases. The associations between the profiles and study grades were analysed using a Chi-square test. Pupils with the lowest grades were more likely to belong to the Reluctant reflectors profile. These findings suggest that as primary pupils’ skills to reflect their SRL are heterogeneous and this may also contribute to learning outcomes in primary education, the design of the reflection support is critical.
Paavilainen et al. (Fri,) studied this question.