東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

The effects of self-regulated learni...

Campbell, Karen D. Y.

FindBook

Google Book

Amazon

博客來

The effects of self-regulated learning on community college students' metacognition and achievement in developmental math courses.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	The effects of self-regulated learning on community college students' metacognition and achievement in developmental math courses./
作者:	Campbell, Karen D. Y.
面頁冊數:	125 p.
附註:	Source: Dissertation Abstracts International, Volume: 75-02(E), Section: A.
Contained By:	Dissertation Abstracts International75-02A(E).
標題:	Education, Higher. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3575218
ISBN:	9781303528811

The effects of self-regulated learning on community college students' metacognition and achievement in developmental math courses.
Campbell, Karen D. Y.

The effects of self-regulated learning on community college students' metacognition and achievement in developmental math courses. - 125 p.

Source: Dissertation Abstracts International, Volume: 75-02(E), Section: A.

Thesis (Ph.D.)--Old Dominion University, 2013.

The effects of training in self-regulation on metacognition and math achievement were investigated in this study. The moderator effect of gender, age and ethnicity on the relationships between training and the outcomes of metacognition and math achievement were also explored. The participants for this study were 116 community college students enrolled in developmental math courses during the spring semester. Teachers volunteered their classes for the study; there were a total of 16 classes participating in the study over two four-week terms. Classrooms were bifurcated and students were randomly assigned to the treatment and control groups. Participants in the treatment group completed four self-regulated learning exercises modeled after Zimmerman's (2002) cyclical self-regulated learning model. The exercises were completed weekly and repeated for a total of three weeks. Participants from both the treatment and control group completed a final exam to measure math achievement and an abbreviated version of the MSLQ to measure metacognition skills the last week of class. There was a significant difference between the two groups, suggesting that training in self-regulated learning improves math achievement and metacognitive skills of students in developmental math courses. Further investigation of the effects of training in self-regulated learning on math achievement and metacognition was explored by math subject. A significant difference was found in the lower level developmental math classes for Unit 2 (Decimals and Percent). Students in the treatment group had higher math achievement scores. For Unit 3 (Algebra Basics), there was a significant difference on the MSLQ scores (metacognition) favoring the treatment group. The findings suggest that training in self-regulated learning improves math achievement and metacognition levels of students taking the lower level developmental math courses. Moderator effects of the demographic variables were not observed, indicating that neither the relationship between training in self-regulated learning and math achievement nor the relationship between training in self-regulation learning and metacognition varied across gender, ethnicity, and age.

ISBN: 9781303528811Subjects--Topical Terms:

543175
Education, Higher.

The effects of self-regulated learning on community college students' metacognition and achievement in developmental math courses.
LDR:03161nam a2200289 4500 001 1958745
005 20140426114418.5
008 150210s2013 ||||||||||||||||| ||eng d
020 $a 9781303528811
035 $a (MiAaPQ)AAI3575218
035 $a AAI3575218
040 $a MiAaPQ $c MiAaPQ
100 1 $a Campbell, Karen D. Y. $3 2093923
245 1 4 $a The effects of self-regulated learning on community college students' metacognition and achievement in developmental math courses.
300 $a 125 p.
500 $a Source: Dissertation Abstracts International, Volume: 75-02(E), Section: A.
500 $a Adviser: Linda Bol.
502 $a Thesis (Ph.D.)--Old Dominion University, 2013.
520 $a The effects of training in self-regulation on metacognition and math achievement were investigated in this study. The moderator effect of gender, age and ethnicity on the relationships between training and the outcomes of metacognition and math achievement were also explored. The participants for this study were 116 community college students enrolled in developmental math courses during the spring semester. Teachers volunteered their classes for the study; there were a total of 16 classes participating in the study over two four-week terms. Classrooms were bifurcated and students were randomly assigned to the treatment and control groups. Participants in the treatment group completed four self-regulated learning exercises modeled after Zimmerman's (2002) cyclical self-regulated learning model. The exercises were completed weekly and repeated for a total of three weeks. Participants from both the treatment and control group completed a final exam to measure math achievement and an abbreviated version of the MSLQ to measure metacognition skills the last week of class. There was a significant difference between the two groups, suggesting that training in self-regulated learning improves math achievement and metacognitive skills of students in developmental math courses. Further investigation of the effects of training in self-regulated learning on math achievement and metacognition was explored by math subject. A significant difference was found in the lower level developmental math classes for Unit 2 (Decimals and Percent). Students in the treatment group had higher math achievement scores. For Unit 3 (Algebra Basics), there was a significant difference on the MSLQ scores (metacognition) favoring the treatment group. The findings suggest that training in self-regulated learning improves math achievement and metacognition levels of students taking the lower level developmental math courses. Moderator effects of the demographic variables were not observed, indicating that neither the relationship between training in self-regulated learning and math achievement nor the relationship between training in self-regulation learning and metacognition varied across gender, ethnicity, and age.
590 $a School code: 0418.
650 4 $a Education, Higher. $3 543175
650 4 $a Education, Mathematics. $3 1017588
650 4 $a Education, Community College. $3 1018008
690 $a 0745
690 $a 0280
690 $a 0275
710 2 $a Old Dominion University. $b Higher Education. $3 2093924
773 0 $t Dissertation Abstracts International $g 75-02A(E).
790 $a 0418
791 $a Ph.D.
792 $a 2013
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3575218