Situated Self-Regulation: Modeling the Interrelationships among Instruction, Assessment, Learning Strategies, and Academic Performance.

Ross, Margaret E.; Salsbury-Glennon, Jill D.; Guarino, Anthony; Reed, Cynthia J.; Marshall, Mark

Notes FAQ Contact Us

Back to results

Peer reviewed

ERIC Number: EJ677649

Record Type: CIJE

Publication Date: 2003

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-1380-3611

EISSN: N/A

Situated Self-Regulation: Modeling the Interrelationships among Instruction, Assessment, Learning Strategies, and Academic Performance.

Ross, Margaret E.; Salsbury-Glennon, Jill D.; Guarino, Anthony; Reed, Cynthia J.; Marshall, Mark

Educational Research and Evaluation: An International Journal on Theory and Practice, v9 n2 p189-209 Jun 2003

Studied interrelationships among perceptions of 108 preservice teachers of the learning context, test complexity, study strategies, and academic performance. Results of a path analysis show that perceptions of teaching format and test complexity were positively related to study strategies reported, and strategies were related to reported course performance. (SLD)

Descriptors: Academic Achievement, Educational Environment, Path Analysis, Preservice Teachers, Student Attitudes, Study Skills, Teacher Education

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A