Literaturnachweis - Detailanzeige
Autor/inn/en | Jones, Martin H.; Alexander, Joyce M.; Estell, David B. |
---|---|
Titel | Homophily among Peer Groups Members' Perceived Self-Regulated Learning |
Quelle | In: Journal of Experimental Education, 78 (2010) 3, S.378-394 (17 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0022-0973 |
Schlagwörter | College Students; Help Seeking; Academic Achievement; Peer Groups; Metacognition; Program Effectiveness; High School Students; Mathematics; Prediction Collegestudent; Help-seeking behavior; Help-seeking behaviour; Hilfe suchendes Verhalten; Schulleistung; Gleichaltrigengruppe; Peer Group; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Mathematik; Vorhersage |
Abstract | The present study is one of the first examining whether peer group members hold similar levels of self-regulated learning. The study specifically addresses the potential homophily among group members' regulative abilities (metacognition, environment regulation, effort regulation, peer learning, and help seeking) and whether group members' regulative abilities predict affiliates' academic performance. The study surveyed 9th-grade students from a Midwestern high school about their regulative abilities for mathematics. Results suggest that peer groups members' effort regulation is similar among peer affiliates but not other regulative abilities. In addition, peer group members' regulative abilities do not predict each others' academic performance. (Contains 3 tables.) (As Provided). |
Anmerkungen | Heldref Publications. 1319 Eighteenth Street NW, Washington, DC 20036-1802. Tel: 800-365-9753; Tel: 202-296-6267; Fax: 202-293-6130; e-mail: subscribe@heldref.org; Web site: http://www.heldref.org |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |