Investigating Self-Regulated Study Strategies among Postsecondary Students with and without Dyslexia: A Diary Method Study

Autor/inn/en	Andreassen, Rune; Jensen, Magne S.; Bråten, Ivar
Titel	Investigating Self-Regulated Study Strategies among Postsecondary Students with and without Dyslexia: A Diary Method Study
Quelle	In: Reading and Writing: An Interdisciplinary Journal, 30 (2017) 9, S.1891-1916 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0922-4777
DOI	10.1007/s11145-017-9758-9
Schlagwörter	Undergraduate Students; Dyslexia; Study Habits; Learning Strategies; Diaries; Comparative Analysis; Visual Aids; Cooperative Learning; Outcomes of Education; Student Attitudes; Correlation; Self Efficacy; Academic Achievement + Suchen Sie Ihr Suchwort? Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; Study behavior; Study behaviour; Studienverhalten; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Diary; Tagebuch; Anschauungsmaterial; Kooperatives Lernen; Lernleistung; Schulerfolg; Schülerverhalten; Korrelation; Self-efficacy; Selbstwirksamkeit; Schulleistung
Abstract	We investigated the use of self-regulated study strategies among undergraduates with dyslexia by means of extensive web-based diary data, comparing their strategy use to that of matched students without dyslexia who completed the diary in the same period. Additionally, we examined the perceived benefits of using the recorded strategies in both groups, as well as relationships between the recorded strategies and perceived self-efficacy and academic performance. Results indicated that across lecture, individual study, and social study contexts, students with and without dyslexia recorded a comparable, broad range of strategies, yet students with dyslexia seemed to use particular visual and social strategies more consistently than did students without dyslexia. Across the three study contexts, both students with and without dyslexia also perceived the strategies they recorded in the diaries to be quite beneficial, but with particular visual and social strategies seemingly perceived as more helpful by students with dyslexia. Finally, self-regulated study strategies were positively related to perceived self-efficacy and academic performance among the students with dyslexia but not among the students without dyslexia. We discuss the possibility that the diary method used to assess strategy use among students with dyslexia in different study contexts over time was more appropriate for revealing the breadth and value of their strategy repertoire than the decontextualized, one-time questionnaire and interview approaches used in prior work. (As Provided).
Anmerkungen	Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01