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Exploring the Impact of Student Tutoring on At-Risk Fifth and Sixth Graders' Self-Regulated Learning
Peer reviewed
Direct linkVandevelde, Sabrina; Van Keer, Hilde; De Wever, Bram – Learning and Individual Differences, 2011
This study explores the effects of a student tutoring programme focusing on self-regulated learning. Ninety-three Flemish fifth- and sixth-grade tutees at-risk due to their socio-economic and/or non-native background participated. A pre-post test design was used and the "Learning Motivation Test", "Junior Metacognitive Awareness…
Descriptors: Grade 6, Grade 5, At Risk Students, Independent Study
Schwinger, Malte; Steinmayr, Ricarda; Spinath, Birgit – Learning and Individual Differences, 2009
It was assumed that the effect of motivational regulation strategies on achievement is mediated by effort management and moderated by intelligence. A sample of 231 11th and 12th grade German high-school students provided self-reports on their use of motivational regulation strategies and effort management and completed an intelligence test.…
Descriptors: Intelligence, Grade Point Average, Learning Strategies, Intelligence Tests
Bonney, Christina Rhee; Cortina, Kai S.; Smith-Darden, Joanne P.; Fiori, Katherine L. – Learning and Individual Differences, 2008
This study examines the relation between the motivational structure and use of learning strategies of high school foreign language students. Students in 36 foreign language classrooms (French, German, Latin, and Spanish; first- through fifth-years) from a large Midwestern high school participated in the study (N=694). As predicted, correlation and…
Descriptors: Correlation, Learning Strategies, Second Language Learning, Learning Motivation
