Student Conscientiousness, Self-Regulated Learning, and Science Achievement: An Explorative Field Study

Autor/inn/en	Eilam, Billie; Zeidner, Moshe; Aharon, Irit
Titel	Student Conscientiousness, Self-Regulated Learning, and Science Achievement: An Explorative Field Study
Quelle	In: Psychology in the Schools, 46 (2009) 5, S.420-432 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.20387
Schlagwörter	Personality Traits; Science Projects; Grade Point Average; Science Achievement; Academic Achievement; Ecology; Junior High School Students; Metacognition; Inquiry; Self Management + Suchen Sie Ihr Suchwort? Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Science; Project; Wissenschaft; Projekt; Schulleistung; Ökologie; Junior High Schools; Student; Students; Sekundarstufe I; Schüler; Schülerin; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Selbstmanagement
Abstract	This explorative field study examined the mediating role of self-regulated learning (SRL) in the relationship between the personality trait of conscientiousness, SRL, and science achievement in a sample of junior high school students. Over the course of an entire academic year, data on enacted SRL were collected each week for 52 eighth-grade students in the context of an inquiry-based ecology project. Data were also collected on personality traits, self-reported study strategies, science project achievement, and grade point average. Findings show significant relationships between conscientiousness, SRL, and achievement. As hypothesized, conscientiousness was shown to significantly impact academic achievement in the inquiry-based course, mediated by enacted SRL. (Contains 3 tables and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10