A conceptual framework for assessing student motivation and self-regulated learning in the college classroom is presented. The framework is based on a self-regulatory (SRL) perspective on student motivation and learning in contrast to a student approaches to learning (SAL) perspective. The differences between SRL and SAL approaches are discussed,…

There is a growing body of research indicating that students who can self-regulate cognitive, motivational, and behavioral aspects of their academic functioning are more effective as learners. We studied relations between the self-regulation strategies used by a group of Italian students during the final years of high school and their subsequent…

Discusses turning the mathematics failure cycle of students with learning disabilities into a success cycle by using learning strategies and positive attributions. Identifies eight steps to success with learning strategies are as well as six steps to positive attribution in math. The attribution theory is also explained. (CR)

Describes strategies to address the organization problems of students with attention deficit hyperactivity disorder (ADHD). Outlines the general organization problems of students with ADHD, presents a method for assessing organization deficits, and provides a case example illustrating how to write effective objectives for homework assignments. (CR)

Thirty-six Australian students (grades 5-7) with reading difficulties were trained to cue themselves to the purpose of reading or to cue themselves in addition to underlining key words and phrases as they read. The combination of awareness of purpose and the employment of a self-regulated underlining strategy generated better reading…

Presents Part II of a two-part article on developmental students' self-regulatory deficiencies. Suggests four teaching guidelines for selecting specific activities that structure and promote self-regulation, based on documented self-regulation deficiencies or needs in the areas of: preparing, organizing, monitoring, and evaluating. (SR)

Three low-achieving third-grade children were exposed to "report-do-report" correspondence training as a reinforcement program to improve academic performance. Intervention involved teaching the children to prompt praise following completing math work, in both training and classroom settings. Students also reported planned behaviors in their…

Discusses the positive value of conflicts and describes a six-step program, Teaching Students To Be Peacemakers, that instructs students in how to negotiate and mediate conflicts. Reviews research on the effectiveness of the program and the benefits of self-regulation for school discipline programs. Provides steps on how to structure academic…

The idea of metalearning was originally used by John Biggs (1985) to describe the state of 'being aware of and taking control of one's own learning'. This paper explores the concept through collaborative enquiry involving researchers and higher education teachers. An evolved conception is proposed in which metalearning is a subconcept within…

The purpose of this study was to examine the relationship between academic self-regulation, self-efficacy, and two student self-belief systems, identity style and stage of change, for 210 college students enrolled at a private research university. High scores on the informational identity, contemplation stage, and action stage subscales and low…

Research in educational psychology and sport psychology indicates that school achievement depends on students' capacity to self-regulate their own learning processes. The purpose of this study was to investigate the self-regulation components employed by students in a natural physical education setting. Twenty-three French students, 14 and 15…

Two metacognitive strategies, ARROW and BRIDGE, are presented that can be taught to students with language-based learning disabilities to help them manage the long-term memory demands of middle school and high school curricula. A metastrategy is presented that is designed to facilitate the development of strategic problem solving. (Author/CR)

This study examined the contributions of instruction in goal setting and self-instruction on the acquisition, maintenance, and generalization of a reading comprehension strategy by 47 students (grades 4-6) with learning disabilities. Results indicate that instruction in goal setting and self-instruction did not augment the comprehension…

A study involving university students with (n=53) and without (n=417) learning disabilities (LD) found students with LD differed significantly in the relationships between their motivation for and use of standard self-regulated learning and compensation strategies, which provided a differential explanation of academic achievement for students with…

A mnemonic strategy for writing a research paper is explained. "SCORE A" reminds the student to select a subject, create categories, obtain sources, read and take notes, evenly organize the information, and apply process writing steps. Implementation of the strategy with five eighth graders with learning disabilities is reported. (DB)