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.
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, Bingley, pp. 231-242. https://doi.org/10.1016/S0735-004X(03)16009-0Download as .RIS
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