کد مقاله | کد نشریه | سال انتشار | مقاله انگلیسی | نسخه تمام متن |
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365861 | 621236 | 2009 | 14 صفحه PDF | دانلود رایگان |

This study aimed at investigating the relations between students' strategic behaviour during problem solving, task performance and domain-specific self-concept. A total of 167 first- and second-graders were individually examined in tasks involving cubes assembly and in academic self-concept in mathematics. Students' cognitive, metacognitive, and Motivational/Volitional Strategic Behaviours were video-recorded and rated by two independent observers. Structural equation modelling showed that the cognitive and Metacognitive Strategic Behaviours were explained by a cognitive self-regulation factor which correlated with the Motivational/Volitional Strategic Behaviour factor. The importance of the cognitive self-regulation factor for task performance and the association of domain-specific self-concept with Motivational/Volitional Strategic Behaviour were shown.
Journal: Learning and Instruction - Volume 19, Issue 2, April 2009, Pages 144–157