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ERIC Number: EJ1050964
Record Type: Journal
Publication Date: 2015-Jan
Pages: 6
Abstractor: As Provided
Reference Count: 18
ISBN: N/A
ISSN: ISSN-0047-231X
Learning How Students Learn: An Exploration of Self-Regulation Strategies in a Two-Year College General Chemistry Class
Miller, Dionne A.
Journal of College Science Teaching, v44 n3 p11-16 Jan 2015
This study investigated how students in an urban 2-year college used self-regulation strategies in a General Chemistry I course and whether their use was correlated with both performance and the ability to correctly predict performance on a course exam. The 142 students enrolled in all 10 sections of the course were asked to complete the Motivated Strategies for Learning Questionnaire (MSLQ) and predict their percentage score on a recently completed course exam. Results revealed that only 37% of students predicted their performance to within ±10% of their actual score and showed no correlation between prediction accuracy and self-regulation as measured by the MSLQ. Instead, a significant, high-positive correlation was obtained between prediction accuracy and actual performance. Weak but significant positive correlations were identified between performance and self-regulation, the management of time and study environment, and peer learning. On the basis of these findings, the author proposes possible interventions to improve self-regulation with the larger goal of improving student performance in chemistry and other science-related disciplines.
National Science Teachers Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: http://www.nsta.org
Publication Type: Journal Articles; Reports - Research
Education Level: Two Year Colleges; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A