Patterns of self‐regulatory strategy use among low‐achieving and high‐achieving university students

Ruban, Lilia M.; Reis, Sally M.

doi:10.1080/02783190609554354

Cited by 57 publications

(49 citation statements)

References 21 publications

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“…According to previous research, α reliabilities on the 6 factors of the LSSS ranged from .70 to .92 (Ruban & Reis, 2006), and the 10 items adapted from the LSSS used in this study had α reliabilities of .80. On 5 of the items, participants were asked to check one or more options that applied to them.…”

Section: Instrumentmentioning

confidence: 69%

“…The Acquisition and Use of Study Skills and Learning Strategies (AUSSLS) (Figure 1) was adapted from an instrument entitled the Learning Strategies and Study Skills Survey (LSSS) (Ruban, 1999;Ruban & Reis, 2006). The original LSSS included 58 items that were used ''to describe whether patterns of use of self-regulated learning strategies vary among the different populations of university students'' (Ruban, 1999, p. 15).…”

Section: Instrumentmentioning

confidence: 99%

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Using Learning Strategies to Improve the Academic Performance of University Students on Academic Probation

Renzulli¹

2015

NACADA Journal

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One half of all students who begin college fail to complete their degrees, resulting in wasted talents, time, and resources. Through use of mixed methods, but primarily qualitative, comparative case studies, this research reveals ways a 3-week course in study strategies improved the performance of students placed on academic probation. The participating students, from a large, public university, reported benefits from the study skills course and studied for twice as many hours after participating in the intervention. A case study of 1 participant illustrates the ways students learned to use varied and effective study strategies. The findings provide empirical support for the use of diverse advising strategies, including direct, specific study-skills instruction for students struggling academically upon matriculation.

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Section: Instrumentmentioning

confidence: 69%

Section: Instrumentmentioning

confidence: 99%

Using Learning Strategies to Improve the Academic Performance of University Students on Academic Probation

Renzulli¹

2015

NACADA Journal

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“…Research into self-regulated learning has revealed that learners across a variety of contexts and academic subjects perform better when using self-regulation strategies effectively (Tang, 2015;Tuckman & Kennedy, 2011). For example, high achieving students use more strategies and a greater variety of strategies, engage in more self-evaluation, and use more elaborative encoding strategies than low achieving students (Ruban & Reis, 2006). Research has also focused on how self-regulation supports students with disabilities in meeting academic goals.…”

Section: Self-regulated Learning In College Studentsmentioning

confidence: 99%

Self-regulation strategies used by students with brain injury while transitioning to college

O’Brien

Schellinger

Kennedy

2018

NRE

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Abstract. PURPOSE:Students with TBI enter college with strategies that they have used prior to being injured yet often without knowing which ones will be effective in helping them to be successful. The purpose here is to describe how semi-structured interviews were used to identify self-regulated learning strategies, to demonstrate the utility and reliability of coding selfregulated learning strategies, and to provide examples of student-centered goals derived from survey and interview responses. METHODS: College students completed the College Survey for Students with Brain Injury (CSS-BI) and were interviewed before and after coaching support that focused on teaching self-regulated learning. Responses to interview questions about strategies were coded using a modified version of Zimmerman and Martinez-Pons's (1986) schema. Coders also rated strategies for specificity. RESULTS: Strategies were reliably coded into 16 categories of self-regulation. Inter and intra-reliability were strong. Four of the five students reported using a larger variety of self-regulation strategies and strategies that were more specific after coaching support. DISCUSSION AND CONCLUSIONS: It is possible to reliably code self-regulation learning strategies reported by college students with TBI. These measures have potential as functional 'outcomes' for students who are transitioning to college. Interview responses can be used to collaboratively create student-centered goals.

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“…The fact that creativity will be able to emerge with a lifelong developmental process is specified even by Simonton (2000). On one hand, acquiring self-regulation skills requires a process; on the other hand the individuals who acquire self-regulation skills may be very productive members on that field by showing persistence and determination in order to achieve the specific goals (Zimmerman, 2002;Ruban & Reis, 2006). Gaining self-regulation skills and self-control need to task value, focus on goals, task commitment and persistence in difficult tasks.…”

Section: Creativity: As a Concept Intheory Of The Giftedness And The mentioning

confidence: 99%

A Comparison of the Self-regulated Skills in Science Learning of Gifted and Non-gifted Students

Tortop¹

2015

JEGYS

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The studies related to what skills are firstly needed to be gained in the gifted students' education are increasing gradually. The gifted individuals' being independent learners are desirable situation. Self-regulation skills are a set of abilities that help a person to control and monitor their own behavior, thoughts and changing flexibly them in accordance with the demands of the situation. When viewed from this aspect, it can be said that self-regulation skills should be gained in the educations of the gifted students. In this study, a Self-regulation Skills for Science Learning Scale (SSSLS) has been developed by researcher. Thanks to this scale, the self-regulation skills of the gifted students and non-gifted in learning science have been compared. The sample of the research has been determined in accordance with purposeful sampling method. Non-gifted students are the students who study in two schools determined according to typical sampling method in a province the socio-economic level of which in Turkey is medium-scale. The gifted students are those who enrolled in Science and Art Centre that gives education to the gifted students in the same province. 264 students have been determined at the level of 4th to 8th grade in the sample of the research. As the result of research findings, it has been determined that gifted students' self-regulation skills for science learning are higher than the non-gifted students. It has seen that there are significant differences between the self-regulation skills points of both groups in science learning (p<0.001).However, a significant difference hasn't been seen at the metacognitive skills dimension that is one of the sub-dimensions of the scale (p>0.05).The metacognitive skills contain very important skills (e.g. goal setting, monitoring, self-assessment, regulation) on the nurturing of talent. The students' not having differentiation in the scores of metacognitive skills can be indicator that available gifted education programs doesn't have the quality to develop these skills.

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Patterns of self‐regulatory strategy use among low‐achieving and high‐achieving university students

Cited by 57 publications

References 21 publications

Using Learning Strategies to Improve the Academic Performance of University Students on Academic Probation

Using Learning Strategies to Improve the Academic Performance of University Students on Academic Probation

Self-regulation strategies used by students with brain injury while transitioning to college

A Comparison of the Self-regulated Skills in Science Learning of Gifted and Non-gifted Students

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