The development of measures of individual differences in self-regulatory control and their relationship to academic performance

被引：52
作者：
Cantwell, RH
Moore, PJ
机构：
[1] Department of Education, University of Newcastle, Newcastle
来源：
CONTEMPORARY EDUCATIONAL PSYCHOLOGY | 1996年 / 21卷 / 04期
关键词：
D O I：
10.1006/ceps.1996.0034
中图分类号：
G44 [教育心理学];
学科分类号：
0402 ; 040202 ;
摘要：
Two studies ark reported describing the development and validation of the Strategic Flexibility Questionnaire (SFQ): a self-report instrument aimed at eliciting students' beliefs about the need for, and conditional nature of, self-regulatory control over learning. In Study 1, 281 first-year university education students completed a 40-item pilot questionnaire. Factor analysis of responses revealed a 21-item instrument indicating three types of control beliefs: adaptive executive control, inflexible executive control, and irresolute executive control. In Study 2, the predictive validity of these conceptions was tested against the academic performance of 105 third-year university education students. Results indicated that students reporting adaptive executive control beliefs were more successful academically: while those students reporting inflexible or irresolute control beliefs were significantly less successful academically. (C) 1996 Academic Press. Inc.
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收藏
页码：500 / 517
页数：18
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