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Strategy use, self-regulation and achievement.
Abstract
This paper reports on the students' awareness of their learning strengths and weaknesses and their awareness and use of learning strategies in a final-year high school biology class in New Zealand. Most students were aware of strategies that could help them to learn more effectively but did not always use this knowledge. Three case studies illustrate students' awareness of their learning needs, their knowledge and use of learning strategies and how they applied these strategies to tasks. Students who not only knew learning strategies but who could self-regulate their learning through selecting strategies, produced essays of higher quality.
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Source: HighBeam Research, Strategy use, self-regulation and achievement.