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The Roles of Goal Setting and Self-Monitoring in Students' Self-Regulated Engagement in Tasks.

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Title: The Roles of Goal Setting and Self-Monitoring in Students' Self-Regulated Engagement in Tasks.
Language: English
Authors: Butler, Deborah L.
Peer Reviewed: N
Page Count: 20
Publication Date: 1997
Sponsoring Agency: Social Sciences and Humanities Research Council of Canada, Ottawa (Ontario).
Document Type: Reports - Research
Speeches/Meeting Papers
Descriptors: College Students, Foreign Countries, Higher Education, Instructional Effectiveness, Intervention, Learning Disabilities, Learning Strategies, Metacognition, Scaffolding (Teaching Technique), Self Efficacy, Tutorial Programs, Tutors
Abstract: This paper describes research evaluating one intervention model designed to promote self-regulated learning by postsecondary students with learning disabilities, the Strategic Content Learning (SCL) approach. SCL aims to teach students to engage recursively in the full set of activities central to self-regulation by providing calibrated (scaffolded) support as students self-regulate their engagement in tasks. The paper summarizes results from four studies evaluating SCL efficacy as a model for providing individual tutoring for learning disabled postsecondary students. In the first study, one instructor provided individualized tutoring to 6 students, and in the second, 3 instructors tutored 13 students. The third and fourth studies provided SCL support to 12 and 9 students respectively. Results of the four studies suggest that participants benefit from SCL instruction. Analyses reveal positive shifts in students' knowledge and beliefs central to effective self-regulation, including metacognitive strategies about tasks, strategies, and self-monitoring, perceptions of task-specific self-efficacy, and attributional beliefs. Findings suggest that students improved in implementation of component cognitive processes and in coordination of learning activities. (Contains 3 figures, 3 tables, and 58 references.) (SLD)
Entry Date: 1997
Accession Number: ED409323
Database: ERIC
FullText Text:
  Availability: 0
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  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED409323
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PubType: Report
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IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: The Roles of Goal Setting and Self-Monitoring in Students' Self-Regulated Engagement in Tasks.
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
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  Data: <searchLink fieldCode="AR" term="%22Butler%2C+Deborah+L%2E%22">Butler, Deborah L.</searchLink>
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: N
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 20
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 1997
– Name: SourceSuprt
  Label: Sponsoring Agency
  Group: SrcSuprt
  Data: Social Sciences and Humanities Research Council of Canada, Ottawa (Ontario).
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Reports - Research<br />Speeches/Meeting Papers
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Effectiveness%22">Instructional Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Intervention%22">Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Disabilities%22">Learning Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Strategies%22">Learning Strategies</searchLink><br /><searchLink fieldCode="DE" term="%22Metacognition%22">Metacognition</searchLink><br /><searchLink fieldCode="DE" term="%22Scaffolding+%28Teaching+Technique%29%22">Scaffolding (Teaching Technique)</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Efficacy%22">Self Efficacy</searchLink><br /><searchLink fieldCode="DE" term="%22Tutorial+Programs%22">Tutorial Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Tutors%22">Tutors</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This paper describes research evaluating one intervention model designed to promote self-regulated learning by postsecondary students with learning disabilities, the Strategic Content Learning (SCL) approach. SCL aims to teach students to engage recursively in the full set of activities central to self-regulation by providing calibrated (scaffolded) support as students self-regulate their engagement in tasks. The paper summarizes results from four studies evaluating SCL efficacy as a model for providing individual tutoring for learning disabled postsecondary students. In the first study, one instructor provided individualized tutoring to 6 students, and in the second, 3 instructors tutored 13 students. The third and fourth studies provided SCL support to 12 and 9 students respectively. Results of the four studies suggest that participants benefit from SCL instruction. Analyses reveal positive shifts in students' knowledge and beliefs central to effective self-regulation, including metacognitive strategies about tasks, strategies, and self-monitoring, perceptions of task-specific self-efficacy, and attributional beliefs. Findings suggest that students improved in implementation of component cognitive processes and in coordination of learning activities. (Contains 3 figures, 3 tables, and 58 references.) (SLD)
– Name: DateEntry
  Label: Entry Date
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  Data: 1997
– Name: AN
  Label: Accession Number
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  Data: ED409323
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED409323
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 20
    Subjects:
      – SubjectFull: College Students
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Higher Education
        Type: general
      – SubjectFull: Instructional Effectiveness
        Type: general
      – SubjectFull: Intervention
        Type: general
      – SubjectFull: Learning Disabilities
        Type: general
      – SubjectFull: Learning Strategies
        Type: general
      – SubjectFull: Metacognition
        Type: general
      – SubjectFull: Scaffolding (Teaching Technique)
        Type: general
      – SubjectFull: Self Efficacy
        Type: general
      – SubjectFull: Tutorial Programs
        Type: general
      – SubjectFull: Tutors
        Type: general
    Titles:
      – TitleFull: The Roles of Goal Setting and Self-Monitoring in Students' Self-Regulated Engagement in Tasks.
        Type: main
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          Name:
            NameFull: Butler, Deborah L.
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            – D: 01
              M: 03
              Type: published
              Y: 1997
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