Self-Regulated Learning Study Strategies and Academic Performance in Undergraduate Organic Chemistry: An Investigation Examining Ethnically Diverse Students

Autor/inn/en	Lopez, Enrique J.; Nandagopal, Kiruthiga; Shavelson, Richard J.; Szu, Evan; Penn, John
Titel	Self-Regulated Learning Study Strategies and Academic Performance in Undergraduate Organic Chemistry: An Investigation Examining Ethnically Diverse Students
Quelle	In: Journal of Research in Science Teaching, 50 (2013) 6, S.660-676 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4308
DOI	10.1002/tea.21095
Schlagwörter	Independent Study; Organic Chemistry; Science Instruction; Diaries; Concept Mapping; Ethnic Groups; Student Diversity; Problem Solving; Science Achievement; Peer Teaching; Metacognition; Study Habits; Self Evaluation (Individuals); Goal Orientation; Planning; Information Seeking; Recordkeeping; Rewards; Motivation; Environmental Influences; Memorization; Teacher Role; Teaching Assistants; Review (Reexamination); California + Suchen Sie Ihr Suchwort? Selbststudium; Organische Chemie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Diary; Tagebuch; Concept Map; Ethnie; Problemlösen; Peer group teaching; Peer Group Teaching; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Study behavior; Study behaviour; Studienverhalten; Zielorientierung; Zielvorstellung; Ablaufplanung; Planungsprozess; Informationserschließung; Leistungsnachweis; Reward; Belohnung; psychologische; Motivation (psychologisch); Environmental influence; Umwelteinfluss; Gedächtnistraining; Lehrerrolle; Wiederholungsprüfung; Kalifornien
Abstract	This study sought to identify ethnically diverse students' study strategies in organic chemistry and their relationships to course outcomes. Study diaries, concept maps, and problem sets were used to assess study outcomes. Findings show that students engage in four commonly used reviewing-type strategies, regardless of ethnic group affiliation. However, these common strategies were rarely associated with students' problem solving, concept mapping, or course performance. In addition, students seldom engaged in metacognitive and peer learning strategies despite their reported benefits in the literature. Implications for research and practice are discussed in light of these findings. (Contains 2 tables, 1 figure, and 2 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10