Student and School SES, Gender, Strategy Use, and Achievement

Autor/inn/en	Callan, Gregory L.; Marchant, Gregory J.; Finch, W. Holmes; Flegge, Lindsay
Titel	Student and School SES, Gender, Strategy Use, and Achievement
Quelle	In: Psychology in the Schools, 54 (2017) 9, S.1106-1122 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Callan, Gregory L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.22049
Schlagwörter	Socioeconomic Status; Institutional Characteristics; Gender Differences; Learning Strategies; Metacognition; Academic Achievement; Family Influence; Intervention; Multiple Regression Analysis; Achievement Tests; International Assessment; Foreign Countries; Secondary School Students; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Socio-economic status; Sozioökonomischer Status; Geschlechterkonflikt; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Schulleistung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Ausland; Sekundarschüler
Abstract	A multilevel mediated regression model was fit to Programme for International Student Assessment achievement, strategy use, gender, and family- and school-level socioeconomic status (SES). Two metacognitive strategies (i.e., understanding and summarizing) and one learning strategy (i.e., control strategies) were found to relate significantly and positively to achievement. These strategies were used more by females and students attending higher SES schools. In contrast, males and students attending lower SES schools tended to use a greater number of learning strategies that did not relate to achievement, including memorization and elaboration. In addition, the strategies that did not relate to achievement were used more frequently by students from higher SES families. The findings suggest that schools, as opposed to families, may be the primary vehicle for developing effective strategy use practices for students and thus, targeted interventions may be particularly useful for male students attending low SES schools. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01