A Study of Self-Regulated Learning Strategies as Predictors of Critical Reading

Autor/in	Aregu, Bekele Birhanie
Titel	A Study of Self-Regulated Learning Strategies as Predictors of Critical Reading
Quelle	In: Educational Research and Reviews, 8 (2013) 21, S.1961-1965 (5 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1990-3839
Schlagwörter	Metacognition; Regression (Statistics); Critical Reading; Learning Strategies; Distance Education; Correlation; Statistical Analysis; Role; Reading Tests; Measures (Individuals); Foreign Countries; English (Second Language); Second Language Learning; Language Proficiency; Ethiopia + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Regression; Regressionsanalyse; Kritisches Lesen; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Distance study; Distance learning; Fernunterricht; Korrelation; Statistische Analyse; Rollen; Lesetest; Messdaten; Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Language skill; Language skills; Sprachkompetenz; Äthiopien
Abstract	The study examines the effects of use of self-regulated learning strategies on critical reading performance among second year distance education students taking critical reading course. It also analyzes correlations of the variables treated. In this study, 140 participants, who were interested to participate, were included. To gather data, scales and tests were used. Both descriptive and inferential statistics, namely, Mean, standard deviation, Pearson product moment correlation coefficient, and multiple regression analysis were applied to analyze the data. The results reveal that all the variables are interrelated positively. Moreover, the output of the multiple regression analysis show that 52% of the variances in critical reading are accounted for by the group effects of the self regulated learning strategies entered in the regression equation. Among these, use of behavioral self-regulated learning strategies was found to have great effects on performance in critical reading. The findings seem to suggest that attention needs to be paid to the uses of self-regulated learning strategies. (As Provided).
Anmerkungen	Academic Journals. e-mail: err@academic.journals.org; e-mail: service@academicjournals.org; Web site: http://academicjournals.org/ERR2
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10