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ERIC Number: ED362182
Record Type: Non-Journal
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