ERIC Number: ED396890
Record Type: RIE
Publication Date: 1996-Apr
Promoting Rural Students' Academic Achievements: An Examination of Self-Regulated Learning Strategies.
Williams, Janice E.
Identifying the specific self-regulated learning strategies students use as they move toward higher academic achievement has important educational implications. This may be particularly true for rural students, who often have fewer available resources than their suburban peers. In this study, 75 eleventh- and twelfth-graders in 12 rural high schools completed Iowa achievement tests and Bandura's Self-Regulated Learning subscale, which measures perceived self-efficacy in using 11 self-regulated learning strategies. Multiple regression was used to assess the relative influence of the self-regulatory strategies on achievement in four content areas: mathematics, science, social studies, and reading. Overall, increased self-regulated learning was associated with higher student achievement in all four domains. A surprisingly similar pattern of influence was uncovered in which "remembering information presented in class and textbooks" and "organizing schoolwork" uniformly affected achievement across content areas. The influential strategies uncovered here involve skills that may be amenable to further development through training and practice. (Contains 16 references.) (Author/SV)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (New York, NY, April 8-12, 1996).