The Use of Self-Regulated Cognitive Strategies across Students with Different Immigrant Backgrounds and Gender

Autor/inn/en	Alivernini, Fabio; Manganelli, Sara; Cavicchiolo, Elisa; Chirico, Andrea; Lucidi, Fabio
Titel	The Use of Self-Regulated Cognitive Strategies across Students with Different Immigrant Backgrounds and Gender
Quelle	In: Journal of Psychoeducational Assessment, 37 (2019) 5, S.652-664 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Manganelli, Sara)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0734-2829
DOI	10.1177/0734282918785072
Schlagwörter	Self Management; Immigrants; Gender Differences; High School Students; Age Differences; Academic Achievement; Study Skills; Foreign Countries; Psychometrics; Learning Strategies; Cognitive Processes; Italy + Suchen Sie Ihr Suchwort? Selbstmanagement; Immigrant; Immigrantin; Immigranten; Geschlechterkonflikt; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Age; Difference; Age difference; Altersunterschied; Schulleistung; Studientechnik; Ausland; Psychometry; Psychometrie; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Cognitive process; Kognitiver Prozess; Italien
Abstract	Cognitive self-regulation is regarded as necessary for enhancing academic success and the possibility of lifelong learning. This study, based on 263,683 Italian 10th-grade students, examines the use of self-regulated cognitive strategies in immigrant and native students, as well as in boys and girls. Preliminarily, we examined the psychometric properties and measurement invariance across the groups of the short four-factor scale adopted. Immigrant students report less use of self-regulated cognitive strategies than natives and that this use diminishes from one generation of immigrants to the next. Also boys report lower levels of cognitive self-regulation than girls. On the whole, these findings indicate that male and immigrant students systematically use less self-regulated cognitive strategies in studying. Improvements in their cognitive self-regulation should therefore increase the chances of academic success in these groups of students, which tend to have lower performances at school across the industrialized countries. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01