SIG : Studying and Self-Regulated Learning

2004 Conference Sessions

(in chronological order)

(Clicking on the Title will take you to the abstract,if one is available.)

Paper Session 1:
Assessing and Describing Self-regulated Learning in Different Learning Contexts  

Monday, April 12, 2004, 12:00 PM - 2:00 PM, in Windsor B

Abstract: This session is focused on measurement or description of self-regulated learning in regular classroom or online environment for college and high school students.  

Participants

Chair: Hefer Bembenutty - City University of New York

Discussant: Rayne A. Sperling - Pennsylvania State University

Roundtable Sessions
Relationships between Self-regulated Learning and other Individual Differences

Thursday, April 15, 2004, 11:25 AM - 12:05 PM, in Elizabeth Ballroom E  

Abstract: Papers presented in this session discuss the relationship between self-regulated learning and other individual differences.

Participants 

Business Meeting of SIG -Studying and Self-regulated Learning

Thursday, April 15, 2004, 6:15 PM - 7:45 PM in Cardiff

Abstract: A panel session entitled "Advances and Issues in Enhancing Students' Academic Self-Regulation: Problems and Outcomes" is scheduled during the business meeting. Panelists and topics are as follows:

Participants

Facilitator - Barry Zimmerman

 

Paper Session 2:
Self-regulated Learning Strategies and Academic Performance

Friday, April 16, 2004, 2:15 PM - 3:45 PM, in Betsy B

  Abstract: Papers presented at this session examined the relationship between self-regulated learning strategies and academic performance.  

Participants

Chair: Leonard B. Bliss - Florida International University

Discussant: Hefer Bembenutty - City University of New York

 

ABSTRACTS

A survey of first-year law students' study practices (3130-17773)

The present study surveyed 459 law students after each semester in their first year of law school to determine their study practices. In particular, the research set out to identify how students who studied in 1)formal study groups; 2) informal study groups; 3) exam-prep only study groups; or 4) studied only by themselves differed in their perceptions, practices, and performances. Preliminary analyses indicate that few students remain with formal study groups through their first year. In general, students find more problems than benefits in working collaboratively. We suggest that for groups to achieve their theoretical potential, they require institutional support.

  Back to Session 1

Self-regulated learning in the online environment (3130-12669)

To address the need for an instrument measuring self-regulated learning in an online environment, this study described the development of the Online Self-regulated Learning Questionnaire (OSLQ). Based on Zimmerman's model of self-regulated learning, researchers conducted interviews to generate items for the instrument. Confirmatory Factor Analysis provided evidence of validity for the measurement models of nine subscales of self- regulated learning skills and the total measurement model of self-regulated learning. Evidence of concurrent validity was provided by correlating the self-regulated learning scores with students' course performance, studying behaviors including time and amount information processed, and motivation in the class.

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Examining the construct validity of academic self-regulation with a new self-report instrument (3130-14714)

Academic Self-Regulation (ASR) has been an important area of investigation in education for several decades. Despite this, several measurement issues remain today, most centering on the issue of construct validity. The purpose of this study was to develop a new self-report measure of ASR that would help to clarify the structure and processes of this construct. The new measure was administered to a pilot sample of college undergraduates and graduates (N = 205) drawn from two institutions located in upstate New York . Factor analyses revealed six factors, and the questionnaire was revised and administered to a larger sample of 491 students from the same institutions. Results are expected to provide an instrument useful to educators for teaching ASR skills.

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Validation of the study behavior inventory- High school version (3130-12269)

The Study Behavior Inventory High School Version is the high school version of an instrument in use for the past 15 years at universities and colleges to assess the appropriateness of things students do when preparing for academic tasks. This presentation reports the results a validation study of the instrument using a national U.S. sample of over 3,300.

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Effects of metacognition and type of visual aid on science learning outcomes of college students (3130-12183)

Approximately 200 college students will be recruited from an introductory physiology course in mid-September 2003. Participants will be assessed for their metacognitive study behavior in relation to the course and assigned to treatment groups based on type of visual aid:1) illustrations; 2) illustrations and graphic organizers; and 3) annotated illustrations using stratified random assignment. It is predicted that students with below average metacognitive ability will do significantly better with annotated illustrations than with graphic organizers and illustrations alone. Students with higher metacognitive ability will do well with the graphic organizers and to a lesser extent with illustrations and text alone. Findings are expected to support Mayer's generative theory of textbook design (Mayer, 1999; 1995).

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Identity, achievement goal orientation and strategy use in college studying (3130-17533)

The study examined relationships between college student identity, achievement goal orientation and strategy use for learning. Whether achievement goal orientation mediated the relationship between identity and strategy use was also explored. Regressions revealed that personal identity was predictive of an approach mastery goal orientation and a greater use of metacognition and elaboration in studying. Social identity, on the other hand, was predictive of a performance approach goal orientation, a lower degree of metacognition and less application of these deeper cognitive strategies. Mastery approach goal orientation mediated the relationship of personal identity with both metacognition and elaboration, and of social identity with metacognition alone.

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Self-regulation: Are distance education students stronger? (3130-13697)

This study was designed to investigate and compare individual student's self-reported self-regulated learning (SLR) skills in traditional classrooms and in classes employing distance education. Though there is much literature on self-regulated learning with respect to traditional classrooms (Schunk, 1994, 1995; Zimmerman 1998, 2000), there is a paucity of research regarding SLR in distance education. The professional interest in and scrutiny of self-regulation has proliferated in recent years and research generated by this interest has found self-regulation to be complex and multifaceted (Pintrich 2000, Zeidner, Boekaerts, & Pintrich, 2000). ). Research over the last 15 or so years seems to support the notion that there is a common set of self-regulatory skills, that they can be learned, and that they are predictive of academic success (Hofer, Yu, & Pintrich, 1998; Pintrich & DeGroot, 1990; Zimmerman, 2000). The present research tried to determine if self-regulated learning was a defining characteristic of distance learners even more than the traditional classroom learners. Independent samples t-tests were run using the traditional group vs. the distance education group for each of the four factors. Analysis revealed no significant difference for either of the first two factors (p > .05). The third factor, self-regulation, did reveal a statistically significant difference between the two groups (t(2,331) = 2.5, p = .013, ES = .28) with the distance education group achieving the higher scores. The fourth factor, resource use, was not statistically significant, (t(2,340) = 1.98, p = .5, ES = .21) but is, nonetheless, noteworthy. Again, the distance education group scored higher. Once ongoing research has determined what constitutes a successful distant education learner then that knowledge must be translated into interventions. The purpose of these interventions would be to develop more productive, motivated, self-efficacious, self-regulated, life-long learners.

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The relationship between academic self-regulation and online distance education in a blended learning context (3130-10066)

This study reviewed the distance education and academic self-regulation literatures to identify learner characteristics potentially predictive of academic success in online education. Five self-regulatory attributes were judged likely to be predictive of academic performance: intrinsic goal orientation, self-efficacy for learning and performance, time and study environment management, help seeking, and Internet self-efficacy. Verbal ability was used as a control measure. Academic performance was operationalized as final course grades. Data were collected from 94 students in a blended undergraduate marketing course. Regression analysis revealed that verbal ability and self-efficacy for learning and performance related significantly to academic performance, together explaining 11.5% of the variance in course grades. Self-efficacy for learning and performance alone accounted for 6% of the variance.

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Achievement calibration and attributional for performance (3130-10588)

The purposes of the present study are twofold: (1) to investigate the accuracy with which graduate students predict and postdict test performance and (2) to examine the correspondence between graduate students' causal attributions for test performance and their calibration accuracy. Forty-eight graduate students participated in the study. Data included achievement calibration measures for two exams and a survey of causal attributions for exam performance. In general, graduate students in the study tended to inaccurately predict and postdict test grades by approximately 1/2 of a letter grade. Poor calibrating, lower achieving students attributed performance to external causes and frequently reported not knowing why they had performed in the manner in which they did. Good calibrators attributed their performance to studying.

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Self-regulatory reading processes in relation to reading literacy: An analysis of data from IRLS and PIRLS for U.S. 4 th -graders (3130-12616)

Using data from two large-scale national reading assessments, this analysis examines the following: (1) the frequency of 4th-graders' reported self-regulatory reading processes, including differences by selected individual characteristics such as sex and race/ethnicity; and (2) the relationship between 4th-graders' reported self-regulatory reading processes and their reading literacy. Self-regulatory reading processes that were assessed include those taking place before beginning to read, while reading, and after having finished reading. Students' reading literacy was assessed using both literary and informational text. Preliminary results from one of the two studies indicate that 4th-graders' reported use of various self-regulatory reading processes varied considerably, and these reports were generally uncorrelated with their reading literacy scores.

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Test-preparation and test-taking strategies of high and low achievers in mathematics (3130-14992)

The study explored test-preparation and test-taking strategies high-school students used in Algebra classes. Students (N = 61) were selected for interviews from a pool of high-school students, and of those interviewed, 26 students were further selected to represent those who are high-achieving as well as highly interested in mathematics and those who are low-achieving and show low-level of interest in mathematics. Categories were elicited from the interview protocols in two areas (test-preparation strategy and test-taking strategy), and then the two groups of students were compared on the constructs elicited. The constructs included cognitive as well as motivational concerns and strategies. Whereas some strategies and awareness were common to both high and low achievers in mathematics, some distinguished the two groups.

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Using self-regulated study guides to prepare for graded reviews in a highly structured military academy: Do they really make difference? (3130-15607)

The authors of this study investigated the effectiveness of three types of self-regulated study guides in multiple sections of a core behavioral science course taught at a highly competitive military academy. The participants were cadets who were assigned to experimental sections within the course during a semester long study. Cadets were asked to construct six sets of study guides for eight separate graded tests. After examining the cadets' own preferences for constructing their study guides for the first quiz, they were instructed to construct three other types of study guides (outlines, matrix organizers, and concept maps) to help self-regulate study strategies for subsequent tests (five more quizzes and two comprehensive exams). To reduce experimenter bias, no tests were constructed by the experimenters. Results show that matrix organizers and concept maps correspond to higher achievement on the application items on the tests whereas outlines tended to provide the best study guide for the multiple choice factual items on the tests. Additionally, self-reported attitudes and self-regulated work habits concerning the study guides affected performance. Results of this study suggest that self-regulated study guides can improve overall testing performance if (1) linear study guides are used to facilitate factual learning and if (2) more spatial study guides are used to facilitate applied learning. Limitations and suggestions for future research are discussed.

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