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ERIC Number: ED454089
Record Type: Non-Journal
Publication Date: 2001-Apr
Pages: 35
Abstractor: N/A
Reference Count: N/A
Self-Regulated Strategies in Science Learning: The Role of Prefrontal Lobe Function.
Kim, Byoung-Sug; Chung, Wan-Ho; Lee, Kil-Jae; Kwon, Yong-Ju
The present study firstly examined the use of learning strategies for students classified as having either a high or a low level of motivation, based on level of academic volitional strategy (AVS) and academic delay of gratification (ADOG). Students were classified into four groups on the basis of a two (motivation: low, high) by two (AVS or ADOG: low, high ) analysis. Secondly, planning ability as one of the prefrontal lobe functions was examined to see whether students who have high-level planning ability at a specified level of motivation (low or high) report the use of AVS and ADOG more than students with low-level planning ability. Eighth-grade students (N=164; 82 boys, 82 girls) participated in the study. Results showed that the students with high-level AVS and ADOG used more learning strategies than did students with low-level AVS and ADOG, regardless of the level of motivation. Although planning ability was related to intrinsic goal orientation, self-efficacy, elaboration, and critical thinking, there was no significant difference between low- and high-level planning ability students in AVS, and ADOG when level of motivation was controlled for. The implications of these results are discussed. Appended are Sample Items from the Motivation Scales, Learning Strategy Scales and from the Academic Volitienal Strategy Scales and Academic Delay of Gratification. (Contains 32 references and 5 tables.) (Author/YDS)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: South Korea