Self-regulated learning and self-directed study in a pre-college sample

被引：84
作者：
Abar, Beau [1 ]
Loken, Eric [1 ]
机构：
[1] Penn State Univ, University Pk, PA 16802 USA
来源：
LEARNING AND INDIVIDUAL DIFFERENCES | 2010年 / 20卷 / 01期
关键词：
Self-regulated learning; Study behaviors; Latent profile analysis; Mixture models; High-school; COLLEGE-STUDENTS; ACADEMIC-ACHIEVEMENT; GOAL ORIENTATION; PERFORMANCE; MOTIVATION; CLASSROOM; PREDICTORS; COMPONENTS; EFFICACY; BEHAVIOR;
D O I：
10.1016/j.lindif.2009.09.002
中图分类号：
G44 [教育心理学];
学科分类号：
0402 ; 040202 ;
摘要：
Self-regulated learning (SRL) is a multi-dimensional construct that has been difficult to operationalize using traditional, variable-centered methodologies. The current paper takes a person-centered approach to the study of SRL in a sample of 205 high-school students. Using latent profile analysis on self-reports of seven aspects of SRL, three groups were identified: high SRL, low SRL, and average SRL. Student self-reports of goal orientation were used as validation for the profile solution, with the high academic self-regulation group reporting the highest levels of mastery orientation while the low self-regulation group reported highest levels of avoidant orientation. Profiles were also compared on independently collected, behavioral measures of study behaviors, with the highly self-regulated group tending to study more material and for a longer time than less self-regulated individuals. (C) 2009 Elsevier Inc. All rights reserved.
引用
收藏
页码：25 / 29
页数：5
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