Showing papers in "Australian Journal of Educational and developmental psychology in 2013"
Journal Article•
TL;DR: This paper identified the key self-regulated learning (SRL) strategies and their sources for nine school-aged adolescent males aged 15 to 17 years and identified teachers as the most common source of SRL strategies with important formative experiences occurring during the first two years of high school.
Abstract: This study identified the key self-regulated learning (SRL) strategies and their sources for nine school-aged adolescent males aged 15 to 17 years. The Self-Regulated Learning Interview Schedule (SRLIS) was used along with semi-structured interviews with the participants and their parents to elicit information on SRL strategies and contexts for the formation of self-regulatory habits. Early habit-forming experiences of the family home in relation to homework and study routines were found to form an important base for effective SRL. Teachers were identified as the most common source of SRL strategies with important formative experiences occurring during the first two years of high school.
133 citations
Journal Article•
TL;DR: This paper found that metacognitive knowledge and regulation are domain-general while metACognitive accuracy is domain-specific, and that perceived task difficulty and content interest are independently related to met cognitive knowledge, regulation, and accuracy, though the relationships vary among them across domains.
Abstract: Metacognition refers to students’ knowledge and regulation of cognition, as well as their accuracy in predicting their academic performance. This study addressed two major questions: 1) how do metacognitive knowledge, regulation and accuracy differ across domains?, and 2) how do students’ individual differences relate to their reported metacognition across domains? Participants (N=644) completed a metacognitive questionnaire to assess metacognitive knowledge, regulation, and accuracy. Results suggest that metacognitive knowledge and regulation are domain-general while metacognitive accuracy is domain-specific. Perceived task difficulty and content interest are independently related to metacognitive knowledge, regulation, and accuracy, though the relationships vary among them across domains.
27 citations
Journal Article•
TL;DR: Corrected IQ scores were significantly higher than not-correcting IQ scores (Full Scale IQ and all indices) for both the WPPSI-III and WISC-IV.
Abstract: This study examined the effect of age-correction on IQ scores among preterm school-aged children. Data from the Flinders Medical Centre Neonatal Unit Follow-up Program for 81 children aged five years and assessed with the WPPSI-III, and 177 children aged eight years and assessed with the WISC-IV, were analysed. Corrected IQ scores were significantly higher than not-corrected IQ scores (Full Scale IQ and all indices) for both the WPPSI-III and WISC-IV. The use of age-corrected IQ scores has the potential to exclude some children from support services.
5 citations
Journal Article•
TL;DR: In this article, the authors examined the validity of using teacher-administered educational and intelligence tests to screen students for learning disabilities (LDs), and provided preliminary evidence for using the Kaufman Brief Intelligence Test - Second Edition (KBIT-2).
Abstract: This study examined the validity of using teacher-administered educational and intelligence tests to screen students for learning disabilities (LDs). Twenty-seven Technical and Further Education (TAFE) students from regional Victoria who were enrolled in a program that was designed to reconnect school dropouts with education via TAFE participated in the study. The findings from this study provide preliminary evidence for the validity of using the Kaufman Brief Intelligence Test - Second Edition (KBIT-2) and limited evidence for using the Standard Progressive Matrices (SPM) as measures of intelligence for the screening of students with LDs.
4 citations