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Call for Feedback: Proposed Changes to How ERIC Indicates Peer Review
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ERIC Number: ED362182
Record Type: RIE
Publication Date: 1993-Jan
Pages: 15
Abstractor: N/A
Reference Count: N/A
Teaching Self-Regulated Learning Strategies.
Lindner, Reinhard W.; Harris, Bruce R.
The role of self-regulated learning in successful academic performance at the college level was studied. Using a literature review, items were developed for a self-regulated learning questionnaire, which was written as a Likert scale and pilot tested with a small group. Subjects for the study were 39 male and 121 female education majors at a medium size midwestern university. Results provide some evidence that leads to the conclusions that self-regulated learning is an important component in academic success, and that it can be measured with some degree of validity and reliability through this self-report instrument. Results indicate a significant relationship between self-regulated learning and grade point average. Many students could profit by instruction that emphasizes the understanding and use of the component skills and attitudes of self-regulated learning. Four tables present study findings. Appendix A summarizes the dimensions of self-regulated learning and contains one figure. Appendix B presents the inventory, which contains metacognitive, learning strategy, motivational, contextual sensitivity, environmental control, and epistemological beliefs items. (Contains 27 references.) (SLD)
Publication Type: Reports - Research; Speeches/Meeting Papers; Tests/Questionnaires
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Self Regulated Learning; Student Surveys
Note: In: Proceedings of Selected Research and Development Presentations at the Convention of the Association for Educational Communications and Technology Sponsored by the Research and Theory Division (15th, New Orleans, Louisiana, January 13-17, 1993); see IR 016 300.