Interviewing with task in self-regulatory learning processes identification

Abstract Task Development Interviews have shown their usefulness in identifying and gathering information regarding psychological processes and strategies as students perform tasks. In light of Zimmerman's (2000, 2013) social-cognitive approach to self-regulated learning, this study proposes to answer two questions, namely, how Task Development Interviews can help professionals identify students' self-regulatory processes and how the latter can they prompted. Three semi-structured interviews were applied to two students performing a text summary. The findings revealed that students planned the task strategically, developed strong self-efficacy beliefs, and were able to self-monitor the task and apply comprehension strategies. Furthermore, these findings showed some development in regards to students' performance, namely through the adjustment of the task's objectives, the adoption and adaptation of norms of action and lastly, through the revision of strategy use. Due to its pertinent nature, the study will continue to be developed in order to extend the applicability and potential of the instruments used.