|کد مقاله||کد نشریه||سال انتشار||مقاله انگلیسی||ترجمه فارسی||نسخه تمام متن|
|364524||621073||2016||9 صفحه PDF||سفارش دهید||دانلود رایگان|
این مقاله ISI می تواند منبع ارزشمندی برای تولید محتوا باشد.
- تولید محتوا برای سایت و وبلاگ
- تولید محتوا برای کتاب
- تولید محتوا برای نشریات و روزنامه ها
پایگاه «دانشیاری» آمادگی دارد با همکاری مجموعه «شهر محتوا» با استفاده از این مقاله علمی، برای شما به زبان فارسی، تولید محتوا نماید.
• Important differences existed between high and low achieving students in metacognitive monitoring, reported use of low-level strategy use, and efficacy.
• Early course performance, rather than baseline measures of SRL components and prior knowledge, was predictive of summative course achievement.
• Self-report SRL measures did not align with measures of achievement or monitoring judgments; these measures should be used with caution.
Prior research has established the importance of self-regulated learning (SRL) skills for academic achievement. However, efforts to identify and subsequently remediate students' SRL in classroom contexts are still in the early stages of development. This study sought to examine individual differences in low and high achieving college students (N = 41) in a classroom-based context in order to begin to inform remediation and intervention efforts. Results indicated no initial differences between high and low achieving students on prior knowledge, general ability, or self-efficacy. However, important differences emerged on metacognitive monitoring, reported use of low-level study strategies, and self-efficacy over the duration of the course. Test performance measured early in the course, but not baseline measures of SRL components or prior knowledge, was predictive of summative course achievement. Self-report measures of SRL did not align with measures of achievement, monitoring judgments, or interview data, indicating that these measures should be used with caution when examining SRL skills in college classroom contexts. Implications related to the development SRL skills are discussed.
Journal: Learning and Individual Differences - Volume 45, January 2016, Pages 228–236