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ERIC Number: EJ1014627
Record Type: Journal
Publication Date: 2013-Aug
Pages: 17
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0022-4308
Self-Regulated Learning Study Strategies and Academic Performance in Undergraduate Organic Chemistry: An Investigation Examining Ethnically Diverse Students
Lopez, Enrique J.; Nandagopal, Kiruthiga; Shavelson, Richard J.; Szu, Evan; Penn, John
Journal of Research in Science Teaching, v50 n6 p660-676 Aug 2013
This study sought to identify ethnically diverse students' study strategies in organic chemistry and their relationships to course outcomes. Study diaries, concept maps, and problem sets were used to assess study outcomes. Findings show that students engage in four commonly used reviewing-type strategies, regardless of ethnic group affiliation. However, these common strategies were rarely associated with students' problem solving, concept mapping, or course performance. In addition, students seldom engaged in metacognitive and peer learning strategies despite their reported benefits in the literature. Implications for research and practice are discussed in light of these findings. (Contains 2 tables, 1 figure, and 2 notes.)
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
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: California