ERIC Number: EJ761461
Record Type: Journal
Publication Date: 2003
Reference Count: 2
Teaching Self-Regulated Learning through a "Learning to Learn" Course
Hofer, Barbara K.; Yu, Shirley L.
Teaching of Psychology, v30 n1 p30-33 2003
This study addressed the impact of a semester-long course called "Learning to Learn," an undergraduate psychology course designed to teach college students to be self-regulated learners. Results of pretesting and posttesting of 78 students with the Motivated Strategies for Learning Questionnaire (Pintrich, Smith, Garcia, & McKeachie, 1993) provided support for the intervention. Mean differences and correlational results suggest that students increased in their mastery orientation to learning and their self-efficacy for learning, increased in their valuing of the course and in cognitive strategy use, and declined in test anxiety over the term. These findings suggest that an intervention that targets a range of cognitive and motivational components can have utility for college students and that there is value to a stand-alone course in learning to learn at the college level.
Descriptors: Self Management, Learning Strategies, Undergraduate Students, Courses, Psychology, Pretests Posttests, Intervention, Test Anxiety, Self Efficacy, Student Motivation, Correlation
Lawrence Erlbaum Associates, Inc. 10 Industrial Avenue, Mahwah, NJ 07430-2262. Tel: 800-926-6579; Tel: 201-258-2200; Fax: 201-236-0072; e-mail: email@example.com; Web site: http://www.LEAonline.com
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Postsecondary Education
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Motivated Strategies for Learning Questionnaire