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ERIC Number: ED406654
Record Type: Non-Journal
Publication Date: 1997-Mar
Pages: 16
Abstractor: N/A
Reference Count: N/A
Self-Regulation of Reading College Textbooks.
Barnett, Jerrold E.
Models of self-regulated learning describe learners as actively and mindfully employing cognitive and metacognitive strategies as they pursue their learning goals. Self-regulated learners set goals, plan, and use a variety of cognitive strategies, monitor progress towards their goals, and manage their emotional states. However, many classroom teachers observe students who use passive study techniques or who apply simple strategies. To examine the level of self-regulation as students read their textbooks in preparation for classroom examination, students were surveyed after each exam in two college classes. In one course (Psychological Testing), students (n=27) read their texts only immediately before the tests and used shallow study tactics (such as highlighting). Across the semester, the quality of study strategies decreased slightly, but students also increased their efforts. Test scores improved significantly. Relatively strong correlations emerged between studying and test performance, supporting the notion that strategies do indeed work for students who use them. Like the Testing class, the Educational Psychology students (n=34) initially used shallow tactics and read their text only prior to the test. Unlike the Testing class, the level of effort was constant across the semester, but the quality of strategies used improved significantly (trying tactics such as concept maps and peer questioning). At the same time, test scores dropped across the semester and weak correlations were found between studying and test performance. This may be the result of insufficient practice with the new techniques, or insufficient effort in using these strategies. (Contains 11 references and 3 tables of data.) (Author/RS)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A