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ERIC Number: ED442443
Record Type: Non-Journal
Publication Date: 2000-Apr-26
Pages: 14
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
College Students' Academic Performance: The Interaction of Strategy Engagement, Content, and Context. A Roundtable Presentation.
Stallworth-Clark, Rosemarie; Nolen, Martha T.; Warkentin, Robert; Scott, Janice S.
This study investigated the association between college students' engagement of learning strategies and their academic performance in a freshman psychology course. Three groups of students participated in the study: 22 at-risk freshmen who were taught learning strategies in a linked strategy-instruction course; 22 students who had previously taken a remedial reading course; and 184 regularly admitted freshmen and upper level students. The linked learning strategies course was an intensive introduction to studying in college, and students were taught to monitor reading comprehension using annotated marginal study questions. All three groups of students completed the Student Activity Questionnaire (SAQ) at the end of the psychology course. Data were analyzed to correlate and compare students' grades in the psychology course with SAQ scales that measured levels of cognitive processing, representation, memory augmentation, effort management, initiative, and efficacy. The at-risk students who received strategy instruction earned grades similar to the regularly admitted students. For all students, grades in the psychology course had a high positive correlation with levels of self-efficacy for academic learning in college; for the linked and regularly admitted students, grades in the course had a high positive correlation with levels of cognitive processing and effort management. Three data tables are appended. (Contains 23 references.) (CH)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A