Literaturnachweis - Detailanzeige
Autor/inn/en | Callan, Gregory L.; Marchant, Gregory J.; Finch, W. Holmes; Flegge, Lindsay |
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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 |
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 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). |
Anmerkungen | 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 |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |