Self-Regulated Learning and Self-Directed Study in a Pre-College Sample

Autor/inn/en	Abar, Beau; Loken, Eric
Titel	Self-Regulated Learning and Self-Directed Study in a Pre-College Sample
Quelle	In: Learning and Individual Differences, 20 (2010) 1, S.25-29 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1041-6080
DOI	10.1016/j.lindif.2009.09.002
Schlagwörter	Goal Orientation; Profiles; Metacognition; High School Students; Self Evaluation (Individuals); Academic Achievement; Study Habits + Suchen Sie Ihr Suchwort? Zielorientierung; Zielvorstellung; Charakterisierung; Profilanalyse; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Schulleistung; Study behavior; Study behaviour; Studienverhalten
Abstract	Self-regulated learning (SRL) is a multi-dimensional construct that has been difficult to operationalize using traditional, variable-centered methodologies. The current paper takes a person-centered approach to the study of SRL in a sample of 205 high-school students. Using latent profile analysis on self-reports of seven aspects of SRL, three groups were identified: high SRL, low SRL, and average SRL. Student self-reports of goal orientation were used as validation for the profile solution, with the high academic self-regulation group reporting the highest levels of mastery orientation while the low self-regulation group reported highest levels of avoidant orientation. Profiles were also compared on independently collected, behavioral measures of study behaviors, with the highly self-regulated group tending to study more material and for a longer time than less self-regulated individuals. (Contains 5 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10