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Relations between young students' strategic behaviours, domain-specific self-concept, and performance in a problem-solving situation

dc.creatorDermitzaki, I.en
dc.creatorLeondari, A.en
dc.creatorGoudas, M.en
dc.date.accessioned2015-11-23T10:25:22Z
dc.date.available2015-11-23T10:25:22Z
dc.date.issued2009
dc.identifier10.1016/j.learninstruc.2008.03.002
dc.identifier.issn0959-4752
dc.identifier.urihttp://hdl.handle.net/11615/27005
dc.description.abstractThis 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. (c) 2008 Elsevier Ltd. All rights reserved.en
dc.sourceLearning and Instructionen
dc.source.uri<Go to ISI>://WOS:000264972500004
dc.subjectSelf-regulatory strategiesen
dc.subjectSelf-concept in mathematicsen
dc.subjectCognitionen
dc.subjectMetacognitionen
dc.subjectMotivationen
dc.subjectVolitionen
dc.subjectREGULATED LEARNING-STRATEGIESen
dc.subjectMETACOGNITIVE EXPERIENCESen
dc.subjectACADEMIC-ACHIEVEMENTen
dc.subjectELEMENTARY-SCHOOLen
dc.subjectTASK-MOTIVATIONen
dc.subjectPERSPECTIVEen
dc.subjectCOMPONENTSen
dc.subjectCLASSROOMSen
dc.subjectCOGNITIONen
dc.subjectEFFICACYen
dc.subjectEducation & Educational Researchen
dc.subjectPsychology, Educationalen
dc.titleRelations between young students' strategic behaviours, domain-specific self-concept, and performance in a problem-solving situationen
dc.typejournalArticleen


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