A Latent Profile Analysis of University Students' Self-Regulated Learning Strategies

Autor/inn/en	Ning, Hoi Kwan; Downing, Kevin
Titel	A Latent Profile Analysis of University Students' Self-Regulated Learning Strategies
Quelle	In: Studies in Higher Education, 40 (2015) 7, S.1328-1346 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0307-5079
DOI	10.1080/03075079.2014.880832
Schlagwörter	Profiles; Metacognition; Learning Strategies; College Seniors; Academic Achievement; Self Concept; Regression (Statistics); Student Attitudes; Student Motivation; Test Anxiety; Teacher Effectiveness; Standards; Student Behavior; Student Characteristics; Questionnaires; Foreign Countries; Models; Prediction; Statistical Analysis; Hong Kong; Learning and Study Strategies Inventory + Suchen Sie Ihr Suchwort? Charakterisierung; Profilanalyse; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Learning methode; Learning techniques; Lernmethode; Lernstrategie; College; Colleges; Senior; Hochschule; Fachhochschule; Schulleistung; Selbstkonzept; Regression; Regressionsanalyse; Schülerverhalten; Schulische Motivation; Examination phobia; Testangst; Prüfungsangst; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Standard; Student behaviour; Fragebogen; Ausland; Analogiemodell; Vorhersage; Statistische Analyse; Hongkong
Abstract	Based on self-reported cognitive, metacognitive, and behavioural strategy measures obtained from 828 final-year students from a university in Hong Kong, latent profile analysis (LPA) identified four distinct types of students with differential self-regulated learning strategy orientations: "competent self-regulated learners", "cognitive-oriented self-regulated learners", "behavioural-oriented self-regulated learners", and "minimal self-regulated learners". Students in the competent SRL profile demonstrated the highest levels of academic self-concept, motivation, attitude, and the lowest level of test anxiety and best academic performance. Multinomial logistic regression analysis also indicated that learning experience factors (teaching quality, clear goals and standards, appropriate assessment and workload) were significant predictors of SRL profile membership. The profiling of student self-regulated learning strategies resulted in enhanced understanding of the complex range of processes students employ and offered new insights into this emerging area of student learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01