Please use this identifier to cite or link to this item: http://hdl.handle.net/10125/10439

The Relationship Between Self-Regulatory Learning Strategies And The Academic Achievement Of High School Chemistry Students

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Item Summary

Title:The Relationship Between Self-Regulatory Learning Strategies And The Academic Achievement Of High School Chemistry Students
Authors:Judd, Jeffrey S.
Date Issued:May 2005
Abstract:Recent studies have established a link between self-regulation and high academic achievement, but few studies have demonstrated this link during students' test preparation and performance in naturalistic settings. This study replicates Kitsantas's (2002) work on whether psychology college students' examination scores are influenced by their use of self-regulatory strategies during test preparation and performance. Sixty- one college preparatory chemistry high school male students were interviewed to assess learning strategies they used before, during, and after a testing period. Results indicated that (a) high test scorers used more self-regulatory processes to enhance their test preparation and performance compared to low test scorers; (b) self-regulation positively affected test performance; and (c) self-regulatory skill and self-efficacy beliefs predicted subsequent test performance. There was no significant difference between high and low self-regulators' perceived task value.
URI/DOI:http://hdl.handle.net/10125/10439
Rights:All UHM dissertations and theses are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission from the copyright owner.
Appears in Collections: M.Ed. - Educational Psychology


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