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Secondary students' strategies and achievement.
Abstract
This study expands previous research on whether college students' examination scores are influenced by their use of self-regulatory strategies during test preparation and performance. Sixty-one high school chemistry students were interviewed to assess learning strategies they used before, during, and after a testing period. Results indicate that high test scorers used more self regulatory processes to enhance their test preparation and performance compared to low test scorers, and self-regulatory skill and self-efficacy beliefs predicted subsequent test performance.
Purpose
This study seeks to extend Kitsantas' (2002) work on whether ...
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Source: HighBeam Research, Secondary students' strategies and achievement.