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50 Years of ERIC
50 Years of ERIC
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Peer reviewed Peer reviewed
ERIC Number: EJ669648
Record Type: CIJE
Publication Date: 2003
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0022-2194
The Differential Impact of Academic Self-Regulatory Methods on Academic Achievement among University Students with and without Learning Disabilities.
Ruban, Lilia M.; McCoach, D. Betsy; McGuire, Joan M.; Reis, Sally M.
Journal of Learning Disabilities, v36 n3 p270-86 May-Jun 2003
A study involving university students with (n=53) and without (n=417) learning disabilities (LD) found students with LD differed significantly in the relationships between their motivation for and use of standard self-regulated learning and compensation strategies, which provided a differential explanation of academic achievement for students with and without LD. (Contains references.) (Author/CR)
Descriptors: Academic Achievement, College Students, Compensation (Concept), Higher Education, Learning Disabilities, Learning Strategies, Postsecondary Education, Self Management, Student Motivation
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A