{'fraction_non_alphanumeric': 0.0297029702970297, 'fraction_numerical': 0.0012376237623762376, 'mean_word_length': 5.420634920634921, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
Turning the Kaleidoscope: What We See When Self-Regulated Learning is Viewed With a Qualitative Lens

This article argues for using multiple methods to investigate self-regulated learning because only by using a range of methodologies will we be able to appreciate fully its complexity. The article focuses on 2 aspects that are afforded by the use of observations and interviews in self-regulated learning research: (a) providing rich, contextualized description that can answer "what, how, why, and when" questions, and (b) enabling methodological triangulation. This article discusses these with reference to the ongoing mixed-method research of middle-grade urban students' engagement in project-based science. The article also reflects on issues and questions that have evolved throughout this research.