Self-Regulated Learning and Achievement by Middle-School Children
Bibliographic Data
| ID | 13673291 |
|---|---|
| Authors | Christopher A Sink (Northwest Missouri State University, corresponding author), Jerrold E Barnett (Northwest Missouri State University), Jon E Hixon (Northwest Missouri State University) |
| Year | 1991 |
| Volume | 69 |
| Issue | 3 |
| Pages | 979-989 |
| Publication date | 1991-12-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Psychological Reports (JOURNAL) |
| Journal identifiers | ISSN: 0033-2941 • E-ISSN: 1558-691X |
| Publisher | SAGE Publishing (PUBLISHER • US) |
| DOI | 10.2466/pr0.1991.69.3.979 |
| PMID | 1784695 |
| OpenAlex | W2007614076 |
| Language | EN |
| Citations received | 2 |
| References cited | 35 |
The relationship of self-regulated learning to the achievement test scores of 62 Grade 6 students was studied. Generally, the metacognitive and affective variables correlated significantly with teachers' grades and standardized test scores in mathematics, reading, and science. Planning and self-assessment significantly predicted the six measures of achievement. Step-wise multiple regression analyses using the metacognitive and affective variables largely indicate that students' and teachers' perceptions of scholastic ability and planning appear to be the most salient factors in predicting academic performance. The locus of control dimension had no utility in predicting classroom grades and performance on standardized measures of achievement. The implications of the findings for teaching and learning are discussed
Academic achievement · Achievement test · Cognition · Developmental psychology · Locus of control · Mathematics education · Metacognition · Multilevel model · Perception · Standardized test · Statistics · Test (biology · Education, Achievement, and Giftedness · Innovative Teaching and Learning Methods · Motivation and Self-Concept in Sports · Psychology
Achievement goals in the classroom
Self-fulfilling prophecies
What it takes to do well in school and whether I've got it
Student Self-Assessment in Higher Education
Metamemory
A social cognitive view of self-regulated academic learning.
Motivational and self-regulated learning components of classroom academic performance.
Academic Self-Concept as a Predictor of Achievement for a Sample of Elementary School Students
Locus of control and academic achievement
Perceived Readiness for Examination Performance (PREP) Produced by Initial Reading of Text and Text Containing Adjunct Questions
A new self-report scale of intrinsic versus extrinsic orientation in the classroom
Determinants of student self-concept
Student differences in self-regulated learning
| Unique citing works | 2 |
|---|---|
| Citations per year | 0,09 |
| Citation span | 2004 - 2016 (13) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 2 |