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ERIC Number: ED360269
Record Type: Non-Journal
Publication Date: 1992
Pages: 84
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Self-Regulated Achievement in the Cegep Student: Motivated Strategies for Learning.
Talbot, Gilles L.
This report and a motivation seminar were prepared for teachers in the Social Sciences Department at Champlain Regional College (Quebec) to study motivational dispositions of students who either avoided registering for a course in Quantitative Methods or failed out in important numbers. Teachers' consensus was that students in general seemed to lack self-regulatory mechanisms for academic achievement. A qualitative survey revealed that teaching students how to study and when to study would promote students' self-regulated academic achievement behaviors. The document is divided into five chapters: in Chapter 1, student cognitions are related to their motivations for studying; Chapter 2 focuses on motivational values and expectations, cognitions, metacognitions, and strategy management; Chapter 3 concentrates on teaching learning strategies to students; Chapter 4 examines teaching form and content and provides a detailed case study; and Chapter 5 presents a discussion, suggestions for future work, and conclusions. Appendixes provide an article entitled "The Danger of Success in Math" (Earl Babbie) and Seminar Presentation Transparency Masters. (Contains approximately 60 references.) (LL)
Publication Type: Reports - General
Education Level: N/A
Audience: Teachers; Practitioners
Language: English
Sponsor: N/A
Authoring Institution: N/A