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Chavarga, Alla; Grandoit, Evan; Mayer, Shoshana; Elbulok-Charcape, Milushka; Domzalski, Alison C.; Horowitz, Gail; Rosales, Edith; Hackman, Natasha – Journal of College Science Teaching, 2019
This article describes a quasi-experimental study conducted in two Organic Chemistry I classrooms at a diverse, urban, public university. The treatment group received an exam wrapper intervention, a series of four written exercises administered throughout the semester designed to enhance students' academic self-regulation by promoting…
Descriptors: Organic Chemistry, Science Instruction, Science Achievement, Study Habits
McDowell, Linda D. – International Journal of Science Education, 2019
The goal of this review is to identify studies of self-regulated learning of students taking introductory physical science (chemistry, physics, and engineering) courses in college. This study analysed research in self-regulated learning published between the years of 2008-2018 with a focus on undergraduate learners in chemistry, physics, and…
Descriptors: Metacognition, Self Management, College Science, Physical Sciences
Mahalingam, Ramaswami; Rabelo, Verónica Caridad – Journal of Transformative Education, 2019
How do emerging adults experience mindfulness and compassion? The goals of this study were to (1) evaluate the effectiveness of a mindfulness curricular intervention and (2) examine how students interpreted their experience. We delivered a mindfulness curriculum to 24 college students who meditated twice a week for 7 weeks. Students completed a…
Descriptors: Undergraduate Students, Metacognition, Attention Control, Instructional Effectiveness
Kuh, George D.; Gambino, Laura M.; Bresciani Ludvik, Marilee; O'Donnell, Ken – National Institute for Learning Outcomes Assessment, 2018
There is growing awareness of the importance of dispositional attributes to effective performance, both during college and in the workplace. In this paper, we examine multiple facets of dispositional learning such as fluid intelligence and interpersonal and intrapersonal competencies, and explain why participation in well-designed high-impact…
Descriptors: Portfolios (Background Materials), Electronic Publishing, Educational Practices, Cognitive Style
Crowley, Una; Mahon, Catherine – International Association for Development of the Information Society, 2012
Learning to learn has been identified as a key educational competence. Over the next two years, as part of the INSTALL project, NUI Maynooth is testing the effectiveness of an exploratory group technique, the Narrative Mediation Path (NMP), which has been developed to promote reflective thinking skills. To date, interviews have been conducted with…
Descriptors: Foreign Countries, Higher Education, Undergraduate Students, Underachievement
Isaacson, Randy M.; Fujita, Frank – Journal of Scholarship of Teaching and Learning, 2006
During the past decade the relationship of self-regulated learning (SRL) to academic success has been extensively explored but the impact of metacognition in this process has not been thoroughly examined. This study examined the relationship of metacognitive knowledge monitoring (MKM) to classroom performance. Eighty-four undergraduate students in…
Descriptors: Undergraduate Students, Test Results, Educational Psychology, Academic Achievement
International Association for Development of the Information Society, 2012
The IADIS CELDA 2012 Conference intention was to address the main issues concerned with evolving learning processes and supporting pedagogies and applications in the digital age. There had been advances in both cognitive psychology and computing that have affected the educational arena. The convergence of these two disciplines is increasing at a…
Descriptors: Academic Achievement, Academic Persistence, Academic Support Services, Access to Computers