Effective self-regulators score significantly higher than less effective self-regulators on achievement goals, metacognition, all four study strategies and exam scores, with equal intellectual ability¶

Claim · All claims
Evidence · 1 study · associational r3 · q2
Currency · newest study 2008 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Students with high effort investment (N=421) scored significantly higher than low-effort students (N=383) on all three achievement goals, metacognition, all study strategies and exam scores (M=27.75 vs 24.92), while mean intellectual ability did not differ (p=0.279). → Anneke Vrugt & Frans J. Oort 2008

Evidence¶

Anneke Vrugt & Frans J. Oort 2008¶

Anneke Vrugt & Frans J. Oort. (2008). Metacognition, achievement goals, study strategies and academic achievement: pathways to achievement. Metacognition Learning. https://doi.org/10.1007/s11409-008-9022-4

q2 · i? · associational · r3

Descriptive statistics and t-tests comparing the two effort-based groups (Table 1); e.g., exam scores M=27.75 (SD=6.98) vs M=24.92 (SD=7.83), p=0.000; intellectual ability p=0.279. Women were more likely to be characterized as effective self-regulated learners (p<0.001 in chi-square test).

"It appeared that effective self-regulators were significantly younger, earned significantly higher exam scores, had significant higher achievement goals, scored significantly higher on metacognition and on all study strategies. However, the mean intellectual ability of the two groups was the same."

Discussion¶

Related Claims¶

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