Self-Regulated Learning, Effort Awareness and Management in College Students: Are They Aware of How They Act on Learning Tasks and Their Learning Skills?

Autor/in	Talbot, Gilles L.
Titel	Self-Regulated Learning, Effort Awareness and Management in College Students: Are They Aware of How They Act on Learning Tasks and Their Learning Skills?
Quelle	(1996), (35 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Ability; Academic Achievement; Cognitive Style; College Students; Developmentally Appropriate Practices; Foreign Countries; Formative Evaluation; Higher Education; Learning Strategies; Peer Counseling; Self Concept; Student Attitudes; Student Motivation; Study Skills; Workshops; Canada + Suchen Sie Ihr Suchwort? Schulleistung; Cognitive styles; Kognitiver Stil; Collegestudent; Entwicklungsbezogene Bildung; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Selbstkonzept; Schülerverhalten; Schulische Motivation; Studientechnik; Lernwerkstatt; Schulung; Kanada
Abstract	With a view to understanding developmental education, this project studied 100 college students at Champlain-Saint Lawrence College (Quebec) to measure their motivations and perceptions of ability and to see how different types of students responded to assistance. Students with a learning orientation (LO), who viewed ability as derived principally from effort, were aware of their attitudes and behaviors. Goal oriented (GO) students, who saw ability as based on innate capacity rather than the result of effort, were aware that they tended to be deficient in the same variables as learning oriented students. Helping students achieve academically through peer counselors, workshops, ungraded formative feedback, and re-attributional training to "work smarter not harder" were not equally helpful to both types of students. LO students tended to make use of these resources and were motivated to examine and reflect on the learning tasks and their learning skills. GO students were less interested in examining their strategies and skills for learning. By mid-term, LO and GO students remained stable, and students' perceptions of their learning skills had not changed. GO students, unlike LO students, had not made the necessary adjustments between demands from learning tasks and modifying learning strategies. Helping empower students, especially the GOs to engage in purposeful effort, as opposed to false or avoidance effort, may require teachers to do two things: first, to re-examine the manner of assigning and justifying academic tasks; and second, to find ways of dealing with students who do not make realistic efforts to accomplish reasonably difficult tasks. Contains 23 references, 7 tables, and a study instrument and student worksheet. (JB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC