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ERIC Number: ED416739
Record Type: RIE
Publication Date: 1997
Pages: 52
Abstractor: N/A
Examining Metacognitive Self-Regulation within the Context of Daily Academic Tasks.
Van Zile-Tamsen, Carol
This study sought to generate a grounded theory of the role of metacognitive self-regulation in the completion of daily academic tasks by college students. Thirteen female students in an upper-division education class completed qualitative interviews concerning studying for exams, writing papers, and taking notes. Twelve different metacognitive self-regulation themes emerged from the interviews: awareness of self, task, and memory/memory strategies; planning/organizing of time, tasks, and materials; monitoring/evaluation when studying for exams, writing papers, and taking lecture notes; and self-regulation of attention, comprehension/understanding, and learning/memory. The study also found that the participants were more likely to engage in self-regulation when they were interested in or enjoyed a class, when the professor was well-organized and/or enthusiastic, or when their time permitted. A list of interview questions is included. (Contains 57 references.) (MDM)
Publication Type: Reports - Research; Tests/Questionnaires
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A