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Self-regulated learning: An examinat...

Valkyrie, Karena T.

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Self-regulated learning: An examination of motivational, cognitive, resource management, metacognitive components and academic outcomes with open admissions community college students.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Self-regulated learning: An examination of motivational, cognitive, resource management, metacognitive components and academic outcomes with open admissions community college students./
作者:	Valkyrie, Karena T.
面頁冊數:	151 p.
附註:	Adviser: Shirley L. Yu.
Contained By:	Dissertation Abstracts International67-06A.
標題:	Education, Community College. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3222138
ISBN:	9780542745133

Self-regulated learning: An examination of motivational, cognitive, resource management, metacognitive components and academic outcomes with open admissions community college students.
Valkyrie, Karena T.

Self-regulated learning: An examination of motivational, cognitive, resource management, metacognitive components and academic outcomes with open admissions community college students. - 151 p.

Adviser: Shirley L. Yu.

Thesis (Ph.D.)--University of Houston, 2006.

Components of a social-cognitive self-regulated learning model may include cognitive, metacognitive, and resource management strategies, and motivational beliefs such as academic self-efficacy, self-efficacy for self-regulation, and achievement goal orientations (Pintrich & deGroot, 1990; Wolters, 1998). Self-regulated students are the managers of their learning (Schunk & Zimmerman, 1997). Open admissions is a policy that allows students to enter college with minimal entrance requirements. Such policies may attract a larger proportion of high-risk or under-prepared students (I. Ames, 1992; Cross, 2000; Gerardi, 1990). Self-regulated learning research has not focused much on open admission college students. The purpose of this study was to examine self-regulated learning with a sample of 500 community college students. These components were explored in relation to grades and four academic outcomes (test anxiety, external regulation, self-handicapping, and procrastination) that may occur in the absence of self-regulated learning. Participants completed a self-report, Likert-style survey. Results of hierarchical regressions indicated that academic self-efficacy and self-efficacy for self-regulation were positively related to achievement, and external regulation and negatively related to test anxiety. Academic self-efficacy negatively predicted self-handicapping, while self-efficacy for self-regulation negatively predicted procrastination. While students' reported academic and regulatory efficacy had positive effects on academic outcomes, results also indicated that some students reporting academic and regulatory efficacy also reported deference to external regulators, suggesting a passivity and lack of self-management. A significant interaction between the two efficacy components suggested that for some students both, academic and regulatory efficacy may be necessary to avoid higher levels of procrastination. Adopting a performance avoidance orientation negatively predicted grades and positively predicted test anxiety, external regulation, self-handicapping, and procrastination. A significant interaction between mastery and performance avoidance orientations suggested that higher levels of mastery orientation may moderate the effects of performance avoidance on procrastination. Generally, students who reported higher effort regulation reported less procrastination. Collaboration was positively related to self-handicapping, suggesting that, for some, studying with others may be detrimental. Rehearsal, elaboration, and metacognitive strategies were not significant predictors, indicating more research is needed to understand if or how community college students utilize such strategies.

ISBN: 9780542745133Subjects--Topical Terms:

1018008
Education, Community College.

Self-regulated learning: An examination of motivational, cognitive, resource management, metacognitive components and academic outcomes with open admissions community college students.
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