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Relations between Young Students' Strategic Behaviours, Domain-Specific Self-Concept, and Performance in a Problem-Solving Situation
- Source :
-
Learning and Instruction . Apr 2009 19(2):144-157. - Publication Year :
- 2009
-
Abstract
- This study aimed at investigating the relations between students' strategic behaviour during problem solving, task performance and domain-specific self-concept. A total of 167 first- and second-graders were individually examined in tasks involving cubes assembly and in academic self-concept in mathematics. Students' cognitive, metacognitive, and Motivational/Volitional Strategic Behaviours were video-recorded and rated by two independent observers. Structural equation modelling showed that the cognitive and Metacognitive Strategic Behaviours were explained by a cognitive self-regulation factor which correlated with the Motivational/Volitional Strategic Behaviour factor. The importance of the cognitive self-regulation factor for task performance and the association of domain-specific self-concept with Motivational/Volitional Strategic Behaviour were shown. (Contains 3 tables and 3 figures.)
Details
- Language :
- English
- ISSN :
- 0959-4752
- Volume :
- 19
- Issue :
- 2
- Database :
- ERIC
- Journal :
- Learning and Instruction
- Publication Type :
- Academic Journal
- Accession number :
- EJ826504
- Document Type :
- Journal Articles<br />Reports - Research
- Full Text :
- https://doi.org/10.1016/j.learninstruc.2008.03.002