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ERIC Number: EJ1017563
Record Type: Journal
Publication Date: 2013-Nov-10
Pages: 5
Abstractor: As Provided
Reference Count: 18
ISBN: N/A
ISSN: ISSN-1990-3839
A Study of Self-Regulated Learning Strategies as Predictors of Critical Reading
Aregu, Bekele Birhanie
Educational Research and Reviews, v8 n21 p1961-1965 Nov 2013
The study examines the effects of use of self-regulated learning strategies on critical reading performance among second year distance education students taking critical reading course. It also analyzes correlations of the variables treated. In this study, 140 participants, who were interested to participate, were included. To gather data, scales and tests were used. Both descriptive and inferential statistics, namely, Mean, standard deviation, Pearson product moment correlation coefficient, and multiple regression analysis were applied to analyze the data. The results reveal that all the variables are interrelated positively. Moreover, the output of the multiple regression analysis show that 52% of the variances in critical reading are accounted for by the group effects of the self regulated learning strategies entered in the regression equation. Among these, use of behavioral self-regulated learning strategies was found to have great effects on performance in critical reading. The findings seem to suggest that attention needs to be paid to the uses of self-regulated learning strategies.
Academic Journals. e-mail: err@academic.journals.org; e-mail: service@academicjournals.org; Web site: http://academicjournals.org/ERR2
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Ethiopia