東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Reminding Guides the Use of Self-Reg...

Li, Jiyu.

Linked to FindBook

Google Book

Amazon

博客來

Reminding Guides the Use of Self-Regulated Learning Strategies in Reading Reflections.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Reminding Guides the Use of Self-Regulated Learning Strategies in Reading Reflections./
Author:	Li, Jiyu.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2022,
Description:	34 p.
Notes:	Source: Masters Abstracts International, Volume: 83-12.
Contained By:	Masters Abstracts International83-12.
Subject:	Educational psychology. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28970366
ISBN:	9798802708545

Reminding Guides the Use of Self-Regulated Learning Strategies in Reading Reflections.
Li, Jiyu.

Reminding Guides the Use of Self-Regulated Learning Strategies in Reading Reflections. - Ann Arbor : ProQuest Dissertations & Theses, 2022 - 34 p.

Source: Masters Abstracts International, Volume: 83-12.

Thesis (M.A.)--The University of Arizona, 2022.

This item must not be sold to any third party vendors.

Strategy use is an important component of self-regulated learning because it affects academic achievement. The strategies that learners choose to utilize may be driven by specific training and testing contexts, according to major self-regulated learning models (e.g., Zimmerman, 2000). However, the context of learning is multifaceted and there is a lack of study on how superficial context features (e.g., background color) affect self-regulated learning. In the current study, I examined whether superficial context features influence how learners utilize reading strategies while studying complex passages. I trained participants to write cognitive and metacognitive reflections, as developed in Nuckles et al. (2020), under distinct contexts that differed in font, background color, topic, and screen position. Then, during the test phase, learners wrote their own reflections to novel passages. When test contexts matched metacognitive training contexts, learners' reflections included more metacognitive sentences, but when test contexts matched cognitive training conditions, learners' reflections included more cognitive sentences. Contextual features can remind learners of earlier training and can guide complex self-regulated learning processes, like reflections to complicated readings.

ISBN: 9798802708545Subjects--Topical Terms:

517650
Educational psychology.
Subjects--Index Terms:

Reminder

Reminding Guides the Use of Self-Regulated Learning Strategies in Reading Reflections.
LDR:02541nmm a2200409 4500 001 2323095
005 20231010062900.5
006 m o d
007 cr#unu||||||||
008 231204s2022 ||||||||||||||||| ||eng d
020 $a 9798802708545
035 $a (MiAaPQ)AAI28970366
035 $a AAI28970366
040 $a MiAaPQ $c MiAaPQ
100 1 $a Li, Jiyu. $3 3642074
245 1 0 $a Reminding Guides the Use of Self-Regulated Learning Strategies in Reading Reflections.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2022
300 $a 34 p.
500 $a Source: Masters Abstracts International, Volume: 83-12.
500 $a Advisor: Tullis, Jonathan.
502 $a Thesis (M.A.)--The University of Arizona, 2022.
506 $a This item must not be sold to any third party vendors.
520 $a Strategy use is an important component of self-regulated learning because it affects academic achievement. The strategies that learners choose to utilize may be driven by specific training and testing contexts, according to major self-regulated learning models (e.g., Zimmerman, 2000). However, the context of learning is multifaceted and there is a lack of study on how superficial context features (e.g., background color) affect self-regulated learning. In the current study, I examined whether superficial context features influence how learners utilize reading strategies while studying complex passages. I trained participants to write cognitive and metacognitive reflections, as developed in Nuckles et al. (2020), under distinct contexts that differed in font, background color, topic, and screen position. Then, during the test phase, learners wrote their own reflections to novel passages. When test contexts matched metacognitive training contexts, learners' reflections included more metacognitive sentences, but when test contexts matched cognitive training conditions, learners' reflections included more cognitive sentences. Contextual features can remind learners of earlier training and can guide complex self-regulated learning processes, like reflections to complicated readings.
590 $a School code: 0009.
650 4 $a Educational psychology. $3 517650
650 4 $a Reading instruction. $3 2122756
650 4 $a Pedagogy. $3 2122828
653 $a Reminder
653 $a Self-regulated learning
653 $a Reading reflections
653 $a Learning context
653 $a Strategy use
653 $a Learning intervention
690 $a 0525
690 $a 0456
690 $a 0535
710 2 $a The University of Arizona. $b Educational Psychology. $3 1064563
773 0 $t Masters Abstracts International $g 83-12.
790 $a 0009
791 $a M.A.
792 $a 2022
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28970366