Multilevel analysis of primary students' perception and deployment of self-learning strategies

Multilevel analysis of primary students' perception and deployment of self-learning strategies

• Mok, Magdalena Mo Ching Hong Kong Institute of Education
• Ma, Hon Suen Hong Kong Institute of Education
• Liu, Fanny Yuk Fan Hong Kong Institute of Education
• So, Emily Yuen Ping Hong Kong Institute of Education

Educational Psychology, 25(1), 129-148, 2005

Routledge

2005

• F 教與學
  • FC 批判思考、學習技巧、時間
• N 學生與學生服務
  • NC 學生特徵和境況；學生意見與態度、學生適應問題

Foreign Countries Student Attitudes Academic Ability Learning Strategies Gender Differences Metacognition Help Seeking Study Habits Elementary School Students Academic Achievement Hong Kong

• Hong Kong

• 1997.7 onwards

• 小學教育

This study focuses on primary students' self-learning strategies, using a sample of 1253 students from 20 Year 3 and 20 Year 5 classes from 10 primary schools in Hong Kong. Students were asked to name sources from which they could learn. They were then asked to rate 10 self-learning strategies on perceived usefulness and personal deployment. Students named an average of 2.5 learning sources, with print exposure (reading) being the most commonly nominated source. Multilevel analysis revealed substantial differences (27% of attributable variance) between classes on student ability to name learning sources. In general, the students indicated that all 10 suggested learning strategies were useful. The two most commonly deployed strategies were help-seeking and locating a quiet study environment. Gender differences were not found on naming learning resources, but girls indicated relatively higher levels of strategy awareness and deployment.
[Copyright of Educational Psychology is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/0144341042000294930]

• 英文

期刊論文

• 01443410

• 10.1080/0144341042000294930

https://bibliography.lib.eduhk.hk/tc/bibs/6ce82a0c

2010-09-24