An Investigation of Children’s Concept of Self-Responsibility For Their School Learning

Abstract

This study was designed to investigate the development of young children’s self-responsibility for their school learning as influenced by the Self-Schedule System, a learning-management program. A student interview questionnaire, the Self-Responsibility Interview Schedule (SRIS), was constructed to assess children’s knowledge about what they do in school, and whether they perceive that they, rather than the teacher, are responsible for managing their own learning. The results indicate that the Self-Schedule System significantly affected children’s perception of self-responsibility for their school learning as well as their rate of task completion.