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Goal‐Setting and Self‐Explanation in Elementary Programming: A Self‐Regulated Learning Study.

Background: In the dynamic field of programming education, cultivating learners' autonomy and perseverance is paramount, a goal effectively underpinned by self‐regulated learning (SRL). SRL empowers students to actively manage their own learning processes through strategic planning, monitoring and e...

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Published in:Journal of Computer Assisted Learning Vol. 42; no. 1; pp. 1 - 18
Main Authors: Chen, Ming‐Puu, Feng, Chia‐Yen
Format: pictorial research tables/charts randomized controlled trial Journal Article
Published: Wiley-Blackwell Feb2026
Online Access:View this record in EBSCOhost
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        02664909
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      jtl: Journal of Computer Assisted Learning
      issn: 02664909
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    pubinfo:
      dt: Feb2026
      vid: 42
      iid: 1
      pid: 480
      pub: Wiley-Blackwell
      place: Malden, Massachusetts
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        191181629
        191181629
        191181629
        10.1002/jcal.70177
        191181629
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        atl: Goal‐Setting and Self‐Explanation in Elementary Programming: A Self‐Regulated Learning Study.
      aug:
        au:
          Chen, Ming‐Puu
          Feng, Chia‐Yen
        affil: Graduate Institute of Information and Computer Education, National Taiwan Normal University, Taipei City, Taiwan
      sug:
        subj:
          Goal-Setting
          Students, Elementary Psychosocial Factors
          Cognition
          Learning Methods
          Student Attitudes Evaluation
          Student Performance Appraisal Evaluation
          Motivation Evaluation
          Student Satisfaction Evaluation
          Human
          Randomized Controlled Trials
          Quasi-Experimental Studies
          Descriptive Statistics
          Goals and Objectives
          Male
          Learning
          Female
          Funding Source
          Child
          Learning Environment
          Schools, Elementary
          Taiwan
          Purposive Sample
          Factorial Design
          Questionnaires
          Random Assignment
          Multivariate Analysis of Variance
          Regression
          After Care
          Clinical Assessment Tools
          Child: 6-12 years
          Male
          Female
      ab: Background: In the dynamic field of programming education, cultivating learners' autonomy and perseverance is paramount, a goal effectively underpinned by self‐regulated learning (SRL). SRL empowers students to actively manage their own learning processes through strategic planning, monitoring and evaluation. Among the myriad of SRL strategies, goal‐setting serves as a critical pre‐action planning and monitoring mechanism, guiding learners towards specific achievements, while self‐explanation acts as a powerful metacognitive tool for real‐time monitoring and reflection, helping learners to articulate and refine their understanding. Despite their theoretical importance within SRL, there remains a significant gap in understanding how these specific strategies—particularly variations in goal‐setting and self‐explanation—can be optimally implemented and their combined effects investigated within elementary programming contexts, especially considering the unique cognitive and developmental needs of younger learners. Objectives: This study aimed to examine the effects of different goal‐setting and self‐explanation strategies on elementary students' programming performance and learning attitudes. Methods: A 2 × 2 quasi‐experimental design was conducted with 160 sixth‐grade students in an 8‐week Scratch‐based game project, Maze Escape. Students were assigned to four groups combining goal‐setting (phase vs. overall) and self‐explanation (focused vs. open‐ended), and their programming performance and learning attitudes were assessed after the intervention. Results and Conclusions: Students who received phase‐goal instructions combined with focused self‐explanation showed stronger comprehension of core programming concepts. Those assigned to overall‐goal setting with focused explanation demonstrated the best performance in programming application and problem‐solving. These strategies also enhanced learning motivation, particularly for students who received either phase goal‐setting or focused self‐explanation, underscoring the value of integrating SRL supports in elementary programming. Practitioner Notes: What is currently known about this topic? ○SRL strategies, such as goal‐setting and self‐explanation support learning○Elementary programming focuses on developing logical thinking and creativity○SRL is mainly studied in older students, not in elementary programming.○Teachers need clear ways to support self‐regulation in young learnersWhat does this paper add? ○It compares two types of goal‐setting and self‐explanation strategies○The study uses a game‐based Scratch project with sixth‐grade students.○Findings show which combinations improve learning outcomes most○It links SRL theory with practical classroom strategies for programmingImplications for practice/or policy ○Teachers can guide students using step‐by‐step goals and focused prompts○SRL strategies improve both learning results and student motivation.○Programming tasks should include cognitive and motivational scaffolds○Educators can apply these strategies to support young coders' success
      pubtype: Academic Journal
      doctype:
        pictorial
        research
        tables/charts
        randomized controlled trial
        Journal Article
      ougenre: Article
    language: English
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