Journal Article10.1207/S15326985EP2003_5
Teaching Learning Strategies
TL;DR: In this article, the authors describe issues related to the teaching of learning strategies in the context of evaluating an introductory cognitive psychology course, which is intended to teach both the concepts of cognitive psychology and their application to learning strategies.
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Abstract: Contemporary teaching is concerned not only with imparting knowledge but with developing skills and strategies for further learning. This article describes issues related to the teaching of learning strategies in the context of evaluating an introductory cognitive psychology course. The course is intended to teach both the concepts of cognitive psychology and their application to learning strategies. The evaluation revealed substantial success in affecting students' self-reported study habits and modest success in affecting achievement in later semesters. An Attribute x Treatment interaction revealed that students high in anxiety were particularly helped by the course.
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Citations
The role of goal orientation in self-regulated learning.
Paul R. Pintrich
- 01 Jan 2000
TL;DR: In this paper, a general framework of mastery and performance goals is proposed to conceptualize the academic achievement goals that students may adopt in classroom settings and their role in facilitating or constraining self-regulated learning.
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Achievement Goals in the Classroom: Students' Learning Strategies and Motivation Processes
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TL;DR: This paper found that students who perceived an emphasis on mastery goals in the classroom reported using more effective strategies, preferred challenging tasks, had a more positive attitude toward the class, and had a stronger belief that success follows from one's effort.
A Manual for the Use of the Motivated Strategies for Learning Questionnaire (MSLQ).
Paul R. Pintrich
- 01 Jan 1991
TL;DR: Pintrich and Pintrich as discussed by the authors presented a manual for the use of the Motivated Strategies for Learning Questionnaire (MSLQ) for teaching and learning at the National Center for Research to improve postsecondary education.
Reliability and Predictive Validity of the Motivated Strategies for Learning Questionnaire (Mslq)
TL;DR: In this article, a self-report, Likert-scaled instrument that was designed to assess motivation and use of learning strategies by college students was presented, which can be distinguished as cognitive, metacognitive, and resource management strategies.
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