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Relations between young students' strategic behaviours, domain-specific self-concept, and performance in a problem-solving situation
dc.creator | Dermitzaki, I. | en |
dc.creator | Leondari, A. | en |
dc.creator | Goudas, M. | en |
dc.date.accessioned | 2015-11-23T10:25:22Z | |
dc.date.available | 2015-11-23T10:25:22Z | |
dc.date.issued | 2009 | |
dc.identifier | 10.1016/j.learninstruc.2008.03.002 | |
dc.identifier.issn | 0959-4752 | |
dc.identifier.uri | http://hdl.handle.net/11615/27005 | |
dc.description.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. (c) 2008 Elsevier Ltd. All rights reserved. | en |
dc.source | Learning and Instruction | en |
dc.source.uri | <Go to ISI>://WOS:000264972500004 | |
dc.subject | Self-regulatory strategies | en |
dc.subject | Self-concept in mathematics | en |
dc.subject | Cognition | en |
dc.subject | Metacognition | en |
dc.subject | Motivation | en |
dc.subject | Volition | en |
dc.subject | REGULATED LEARNING-STRATEGIES | en |
dc.subject | METACOGNITIVE EXPERIENCES | en |
dc.subject | ACADEMIC-ACHIEVEMENT | en |
dc.subject | ELEMENTARY-SCHOOL | en |
dc.subject | TASK-MOTIVATION | en |
dc.subject | PERSPECTIVE | en |
dc.subject | COMPONENTS | en |
dc.subject | CLASSROOMS | en |
dc.subject | COGNITION | en |
dc.subject | EFFICACY | en |
dc.subject | Education & Educational Research | en |
dc.subject | Psychology, Educational | en |
dc.title | Relations between young students' strategic behaviours, domain-specific self-concept, and performance in a problem-solving situation | en |
dc.type | journalArticle | en |
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