Student Ownership of Learning as a Key Component of College Readiness

Bibliographic Data

ID3757117
AuthorsDavid T Conley (University of Oregon, Eugene, OR, USA), Elizabeth M French (University of Oregon, Eugene, OR, USA)
Year2014
Volume58
Issue8
Pages1018-1034
Publication date2014-07-01
Open AccessYes
TypeARTICLE
VenueAmerican Behavioral Scientist (JOURNAL)
Journal identifiersISSN: 0002-7642 • E-ISSN: 1552-3381
PublisherSAGE Publications Inc (PUBLISHER)
DOI10.1177/0002764213515232
OpenAlexW2325285236
LanguageEN
Citations received17
References cited48

This article considers the importance of ownership of learning as a key component of college readiness. The article is organized around two conceptual models. The first is a four-part model of college readiness that includes key cognitive strategies, key content knowledge, key learning skills and techniques, and key transition knowledge and skills. The second is a five-part model of ownership of learning that consists of the following elements: motivation and engagement, goal orientation and self-direction, self-efficacy and self-confidence, metacognition and self-monitoring, and persistence. Finally, the article concludes with a discussion of the role and importance of ownership of learning and makes the case that these elements can and should be taught to all students, and particularly in settings where an achievement gap exists

Cognition · Component (thermodynamics) · Goal Orientation · Key (lock) · Knowledge management · Mathematics education · Metacognition · Persistence (discontinuity) · Career Development and Diversity · Computer Science · Education, Achievement, and Giftedness · Higher Education Research Studies · Psychology · Social Psychology

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