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50 Years of ERIC
50 Years of ERIC
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Peer reviewed Peer reviewed
ERIC Number: EJ635597
Record Type: CIJE
Publication Date: 2001
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: ISSN-1046-3364
The Relationship of Conscientiousness to Metacognitive Study Strategy Use by Developmental Students.
Brothen, Tomas; Wambach, Cathrine
Research and Teaching in Developmental Education, v18 n1 p25-31 Fall 2001
Argues that many developmental students succeed in college regardless of their basic academic ability and high school records. Presents data that suggest that, as a predictor of academic success over time, conscientiousness combined with metacognitive study skills is superior to ACT test performance. Suggests that proper developmental learning environments should foster conscientiousness. (Contains 18 references.) (NB)
Descriptors: Academic Achievement, Cognitive Processes, Community Colleges, Compensatory Education, Developmental Studies Programs, Educationally Disadvantaged, High Risk Students, Motivation, Two Year Colleges
Publication Type: Information Analyses; Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A