Self-Regulated Learning as a Predictor of Mathematics and Reading Performance: A Picture of Students in Grades 5 to 8

Autor/inn/en	Harding, Susan-Marie; English, Narelle; Nibali, Nives; Griffin, Patrick; Graham, Lorraine; Alom, Bm; Zhang, Zhonghua
Titel	Self-Regulated Learning as a Predictor of Mathematics and Reading Performance: A Picture of Students in Grades 5 to 8
Quelle	In: Australian Journal of Education, 63 (2019) 1, S.74-97 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0004-9441
DOI	10.1177/0004944119830153
Schlagwörter	Learning Strategies; Self Control; Predictor Variables; Mathematics Achievement; Reading Achievement; Grade 5; Grade 6; Grade 7; Grade 8; Elementary School Students; Middle School Students; Age Differences; Student Evaluation; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Learning methode; Learning techniques; Lernmethode; Lernstrategie; Selbstbeherrschung; Prädiktor; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Leseleistung; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Age; Difference; Age difference; Altersunterschied; Schulnote; Studentische Bewertung; Ausland; Australien
Abstract	Students who can regulate their own learning are proposed to gain the most out of education, yet research into the impact of self-regulated learning skills on performance shows mixed results. This study supports the link between self-regulated learning and performance, while providing evidence of grade- or age-related differences. Australian students from Grades 5 to 8 completed mathematics or reading comprehension assessments and self-regulated learning questionnaires, with each response ranked on a hierarchy of quality. All assessments were psychometrically analysed and validated. In each cohort and overall, higher performing students reported higher levels of self-regulated learning. Still, age-related differences outweighed performance differences, resulting in significantly lower reported usage of self-regulated learning skills in Grade 7 students compared to those in Grades 5, 6 and 8. These findings suggest that either age or school organisational differences mediate students' self-regulated learning, counteracting ability-related associations. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01