Tools
Mastering essential learning strategies : a self-regulatory and metacognitive approach : a course-specific evaluation comprising introductory psychology students
- Author
- Talcott, Laura S.
- Title
- Mastering essential learning strategies : a self-regulatory and metacognitive approach : a course-specific evaluation comprising introductory psychology students / Laura S. Talcott.
- Format
- Manuscript
- Published
- 2001.
- Description
- v, 89 leaves : illustrations M.A. Indiana University South Bend 2001
- Running title
- Essential learning strategies
- Notes
- Photocopy. South Bend, Ind. : Indiana University South Bend, 2001. 29 cm.
- Bibliography
- Includes bibliographical references (leaves 35-39) and abstract.
- Summary
- Differences between study strategy use among introductory psychology students were investigated in 2 studies. Because unseasoned students do not readily employ effective study strategies, explicit training as early intervention is likely to lead to improved learning behaviors. Pre-and post-training skill utilization was measured by a computer-administered Study Skills and Strategies Assessment, 3S-C (Strichart & Mangrum, 1997). Study skills workshops were developed which focused on: memory strategies, textbook reading and note-taking, taking lecture notes, exam preparation, time management, and environmental management strategies. Workshop and control groups were compared after training. Results reveal significant gains for workshop groups, while control groups showed no significant increase in strategy utilization. Collectively, these studies identify a need for providing explicit strategy training. Students who participate in training significantly enhance their skill repertoires, which in turn allow them to assume control over learning outcomes.
- Notes
- SBEND: Academic theses
- Subject headings
- Learning strategies--Case studies. Metacognition--Case studies.
- Genre heading
- Case studies. Academic theses.