Exploring the Impact of Student Tutoring on At-Risk Fifth and Sixth Graders' Self-Regulated Learning

Autor/inn/en	Vandevelde, Sabrina; Van Keer, Hilde; De Wever, Bram
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 Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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