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Facilitating self-regulation in higher education through self-report

Maclellan, Effie and Soden, Rebecca (2006) Facilitating self-regulation in higher education through self-report. Learning Environments Research, 9 (1). pp. 95-110. ISSN 1387-1579

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    Abstract

    For the purpose of examining a tool to enable students in higher education to systematically reflect on their own self-regulation, a modified version of the Martinez-Pons Scale of Self-Regulation was used in a cohort study of 75 first-year undergraduate students in a Scottish University. Statistical analyses of the data revealed that, consequent to the intervention, participants reported greater use of self-regulatory behaviour. The reported change is explored through the lenses of expertise, pedagogy and personal epistemology. While this study cannot explain the detail of this reported change, its purpose was nevertheless met insofar as a structured self-recording instrument, to focus and inform students on the nature and effectiveness of their current learning behaviour, could be a useful and readily-available pedagogic tool for higher education tutors who wish some support in their practice.

    Item type: Article
    ID code: 2436
    Keywords: learning, expertise, goal-setting, monitoring, motivation, pedagogy, personal epistemology, self-regulation, strategy implementation, higher education, Higher Education, Education, Communication, Developmental and Educational Psychology
    Subjects: Education > Theory and practice of education > Higher Education
    Department: Faculty of Education > Educational and Professional Studies
    Related URLs:
      Depositing user: Strathprints Administrator
      Date Deposited: 11 Dec 2006
      Last modified: 05 Sep 2014 13:23
      URI: http://strathprints.strath.ac.uk/id/eprint/2436

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