Self-Regulated Learning and Academic Achievement in College Students.

Autor/inn/en	Lindner, Reinhard W.; Harris, Bruce
Titel	Self-Regulated Learning and Academic Achievement in College Students.
Quelle	(1992), (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Cognitive Style; College Students; Data Analysis; Educational Environment; Grade Point Average; Higher Education; Learning Strategies; Metacognition; Student Attitudes; Student Motivation + Suchen Sie Ihr Suchwort? Schulleistung; Cognitive styles; Kognitiver Stil; Collegestudent; Auswertung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Hochschulbildung; Hochschulsystem; Hochschulwesen; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Schülerverhalten; Schulische Motivation
Abstract	This paper presents study results concerning the nature of successful academic performance, specifically examining to what extent self-regulated learning played a role in successful academic performance at the college level. (Self-regulated learning is defined as the integration and utilization of cognitive, metacognitive, motivational, perceptual, and environmental components in the successful resolution of academic tasks.) Study participants were college students (121 female and 39 male) enrolled in classes in the college of education at a medium-sized midwestern university. The self-reporting inventory questionnaire assessed metacognition, learning strategies, motivation, contextual awareness/sensitivity, and environment utilization/control. Study results showed that a substantial relationship exists between self-regulated learning and grade point average. Also, data suggested that the ability to self-regulate the learning process increases with age and academic experience. Appendices contain a description of the subscales of the Self-Regulated Learning Inventory with sample items, and the dimensions of the self-regulated learning model. Contains 15 references. (GLR)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC