Differences in students' metacognitive strategy knowledge, motivation, and strategy use: A typology of self-regulated learners

Yves Karlen

The Journal of Educational Research, 2016, vol. 109, issue 3, 253-265

Abstract: Metacognitive strategy knowledge, motivation, and learning strategies play an important role in self-regulated learning (SRL). However, little is known about different profiles of self-regulated learners in schools that prepare students for the university entrance certificate. The aim of this study was to examine intraindividual differences in the patterns of students' SRL. In this 2-wave longitudinal study, 897 students were involved. Latent class analyses revealed four-cluster solutions at the beginning as well as at the end of the school year. Maximal self-regulated learners with the highest levels on all cognitive, metacognitive, and motivational components of SRL reported the highest grades in the academic subject of German (first language) at both measurement points, followed by motivated and strategic learners. Students with a low level on several SRL components reported the lowest grades. Further, the results indicated changes in profiles of SRL over time.

Date: 2016
References: View complete reference list from CitEc
Citations: View citations in EconPapers (1)

Downloads: (external link)
http://hdl.handle.net/10.1080/00220671.2014.942895 (text/html)
Access to full text is restricted to subscribers.

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:taf:vjerxx:v:109:y:2016:i:3:p:253-265

Ordering information: This journal article can be ordered from
http://www.tandfonline.com/pricing/journal/vjer20

DOI: 10.1080/00220671.2014.942895

Access Statistics for this article

The Journal of Educational Research is currently edited by Mary F. Heller

More articles in The Journal of Educational Research from Taylor & Francis Journals
Bibliographic data for series maintained by Chris Longhurst ().