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The Effect of Different Goals and Self-Recording on Self-Regulation of Learning a Motor Skill in a Physical Education Setting
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Kolovelonis, Athanasios; Goudas, Marios; Dermitzaki, Irini – Learning and Instruction, 2011
This study examined the effect of different goals (process, performance outcome, and multiple goals) and self-recording on self-regulation of learning a dart-throwing skill. Participants were 105 fifth and sixth graders who were randomly assigned to six (3 Goal type x 2 self-recording) experimental and one control group. Results showed a positive…
Descriptors: Control Groups, Physical Education, Academic Achievement, Psychomotor Skills
The Effects of Explicit Teaching of Metastrategic Knowledge on Low- And High-Achieving Students
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Zohar, Anat; Peled, Bracha – Learning and Instruction, 2008
This study assessed the effects of explicit teaching of metastrategic knowledge (MSK) on gains of low-achieving (LA) and high-achieving (HA) 5th grade students (N=41). Gains in reasoning scores of students from the Experimental group (compared to students from the control group) were obtained on the strategic and on the metastrategic level. Gains…
Descriptors: Experimental Groups, Control Groups, Grade 5, Teaching Methods
Enhancing Learning and Problem Solving Skills: Orienting and Self-Judging, Two Powerful and Trainable Learning Tools.
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Masui, Chris; De Corte, Erik – Learning and Instruction, 1999
Studied orienting and self-judging as study and problem-solving activities with 47 college freshmen and two control groups of 47 each. Results show that the intervention group, taught these learning tools, had more knowledge about orienting and self-judging and used these skills better. Both metaknowledge and transfer behavior were positively…
Descriptors: Academic Achievement, College Freshmen, Control Groups, Experimental Groups
Cognitive Training Programs to Reduce Impulsivity-Related Achievement Problems: The Need of In-Classroom Interventions.
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Bornas, Xavier; Servera, Mateu – Learning and Instruction, 1992
Twenty-one impulsive fifth and sixth graders with low academic achievement were assigned to (1) self-instruction (SI) training; (2) problem solving (PS) training; or (3) a control condition. SI and PS training produced improvement in impulsivity and achievement, but only the impulsivity decrease was maintained at six months. (SLD)
Descriptors: Academic Achievement, Behavior Problems, Classroom Techniques, Cognitive Processes