Literaturnachweis - Detailanzeige
Autor/inn/en | Vandevelde, Sabrina; Van Keer, Hilde; De Wever, Bram |
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Titel | Exploring the Impact of Student Tutoring on At-Risk Fifth and Sixth Graders' Self-Regulated Learning |
Quelle | In: Learning and Individual Differences, 21 (2011) 4, S.419-425 (7 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1041-6080 |
DOI | 10.1016/j.lindif.2011.01.006 |
Schlagwörter | Grade 6; Grade 5; At Risk Students; Independent Study; Tutoring; Instructional Effectiveness; Learning Motivation; Metacognition; Learning Strategies; Foreign Countries; Belgium School year 06; 6. Schuljahr; Schuljahr 06; School year 05; 5. Schuljahr; Schuljahr 05; Selbststudium; Förderkonzept; Nachhilfeunterricht; Unterrichtserfolg; Motivation for studies; Lernmotivation; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Ausland; Belgien |
Abstract | This study explores the effects of a student tutoring programme focusing on self-regulated learning. Ninety-three Flemish fifth- and sixth-grade tutees at-risk due to their socio-economic and/or non-native background participated. A pre-post test design was used and the "Learning Motivation Test", "Junior Metacognitive Awareness Inventory", and "Self-Regulated Learning Interview Schedule" (SRLIS) were administered. In line with prior research, the present study demonstrates beneficial effects of student tutoring. More specifically, positive effects on sixth graders' learning motivation and metacognitive awareness are revealed. In contrast, no effects on learning motivation and metacognitive awareness were found for fifth graders. Based on the qualitative analysis of SRLIS, both fifth and sixth graders displayed the use of a larger variety of self-regulated learning strategies after the intervention. Suggestions for further research are discussed in order to corroborate and broaden the findings of the present study. (Contains 3 tables.) (As Provided). |
Anmerkungen | Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |