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ERIC Number: EJ640528
Record Type: Journal
Publication Date: 2001
Pages: N/A
Abstractor: N/A
Reference Count: N/A
ISSN: ISSN-0022-0663
Context Moderates Students' Self-Reports about How They Study.
Hadwin, Allyson Fiona; Winne, Philip H.; Stockley, Denise B.; Nesbit, John C.; Woszczyna, Carolyn
Journal of Educational Psychology, v93 n3 p477-87 Sep 2001
Models of self-regulated learning hypothesize that learners selectively match study tactics to varying tasks and diverse goals. In this study, students rated the frequency with which they applied 26 study tactics, used 20 textbook features and other resources, and adopted 30 goals for studying. Findings indicate students' reports of self-regulating studying behaviors are context specific. (Author)
Publication Type: Journal Articles
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A