THE ASSESSMENT OF SELF-REGULATION IN COLLEGE STUDENTS WITH AND WITHOUT ACADEMIC DIFFICULTIES
Advances in Learning and Behavioral Disabilities
ISBN: 978-0-76231-029-6, eISBN: 978-1-84950-216-0
Publication date: 2 July 2003
Abstract
This chapter examines the problems involved in evaluating the cognitive and motivational skills of college students of different ability and academic success. A battery is presented which examines students’ self-regulation and some factors underlying it. A study with 240 undergraduates at the University of Padua shows some implications in the use of the battery and proposes a causal model of self-regulation. Self-regulation, defined with reference to the basic competencies of elaboration, organization and self-evaluation, appears critical for student success and is related to students’ implicit theories, self-attribution, academic self-efficacy and motivation to use strategies.
Citation
Cornoldi, C., DeBeni, R. and Chiara Fioritto, M. (2003), "THE ASSESSMENT OF SELF-REGULATION IN COLLEGE STUDENTS WITH AND WITHOUT ACADEMIC DIFFICULTIES", Advances in Learning and Behavioral Disabilities (Advances in Learning and Behavioral Disabilities, Vol. 16), Emerald Group Publishing Limited, Leeds, pp. 231-242. https://doi.org/10.1016/S0735-004X(03)16009-0
Publisher
:Emerald Group Publishing Limited
Copyright © 2003, Emerald Group Publishing Limited