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ERIC Number: EJ677649
Record Type: CIJE
Publication Date: 2003
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISSN: ISSN-1380-3611
Situated Self-Regulation: Modeling the Interrelationships among Instruction, Assessment, Learning Strategies, and Academic Performance.
Ross, Margaret E.; Salsbury-Glennon, Jill D.; Guarino, Anthony; Reed, Cynthia J.; Marshall, Mark
Educational Research and Evaluation: An International Journal on Theory and Practice, v9 n2 p189-209 Jun 2003
Studied interrelationships among perceptions of 108 preservice teachers of the learning context, test complexity, study strategies, and academic performance. Results of a path analysis show that perceptions of teaching format and test complexity were positively related to study strategies reported, and strategies were related to reported course performance. (SLD)
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A