Self-Monitoring Strategies Used by Developmental and Non-Developmental College Students

Blerkom, Malcolm L. Van; Blerkom, Dianna L. Van

doi:10.1080/10790195.2004.10850161

Cited by 18 publications

(5 citation statements)

References 9 publications

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“…It is thought that this kind of activity and similar activities cause implementation challenges within intensive curriculum. Van Blerkom & Van Blerkom (2004) argue that when students are taught the self-regulation strategies, this situation significantly contributes to reducing student-behavior problems and increasing academic achievement. Self-monitoring and self-awareness based on the qualitative data will increase the individual"s effectiveness in terms of affective, cognitive and social factors.…”

Section: Resultsmentioning

confidence: 99%

The Effect of Using Self-Monitoring Strategies in Social Studies Course on Self-Monitoring, Self-Regulation and Academic Achievement

Arslantaş¹,

Kurnaz²

2017

International Journal of Research in Education and Science

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In an attempt to clarify the behavioral differences and a dimension of the individual"s metacognitive processes, Snyder introduced the "Self-Monitoring Theory" in 1974. According to the theory, individuals differ in the extent to which they control their self-presentation in social interactions. Some people can observe and control their self-presentation and expressive behaviors. Besides, they are sensitive to cues indicating what expression or behavior is appropriate in any case. This sensitivity has been called "Self-Monitoring" skill (Snyder, 1974). In this study the effect of setting "Self-Monitoring" strategies during and after the Social Studies course on self-monitoring, self-regulation and academic achievement levels of the students has been investigated. In the present study, a mixed methods approach was taken, and an experimental design with pre-test and post-test and control group was used in the study. The study was carried out with three groups (two experimental groups and one control group). In the qualitative dimension of the study, the opinions of 10 classroom teachers and 20 students were gathered using Fixed Format Questionnaire. Quantitative data were analyzed using the SPSS 15 program and qualitative data were analyzed through descriptive analysis. As a result of the study, it has been observed that self-monitoring strategies used in Social Studies course had an effect on the students" self-monitoring and development of academic performance levels, but they had no effect on their self-regulation skills. Conducting the courses or themes such as "Me and others" taught in some countries in our country will help us to raise a happy, well-adjusted and productive individual. Thus, more and specific time can be devoted to raising individuals who can monitor themselves in a balanced way.

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Section: Resultsmentioning

confidence: 99%

The Effect of Using Self-Monitoring Strategies in Social Studies Course on Self-Monitoring, Self-Regulation and Academic Achievement

Arslantaş¹,

Kurnaz²

2017

International Journal of Research in Education and Science

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“…One key finding is that learning strategies or metacognitive training programs are most effective when instructors encourage students to practice the strategies with college course content and reinforce the benefit of this practicing, in part because sufficient practice tends toward the development of new habits (Kuhn et al, 1995;Van Blerkom & Van Blerkom, 2004). Most importantly, students do demonstrate improvements in academic achievement with participation in learning strategies training (Butler, 1995;Minskoffet al, 2001;Thckman, 2003).…”

Section: Development Of Metacognitionmentioning

confidence: 94%

Learning Effectiveness of a Strategic Learning Course

Burchard

Swerdzewski

2009

Journal of College Reading and Learning

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The effectiveness ofa postsecondary strategic learning course for improving metacognitiue awareness and regulation was evaluated through systematic program assessment. The course emphasized students' awareness of personal learning through the study of learning theory and through practical application of specific learning strategies. Students assessed personal gains through pretest and posttest assessments of both metacognitiue awareness and regulation. Pretest-to-posttest gains were statistically significant with large, meaningful effect sizes for program participants, including students with disabilities. Evidence supports the effectiveness of the program and, by extension, the value and importance of learning strategies instruction as a powerful educational intervention for students with disabilities.

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“…Finally, they attempt to create meaning while reading and comprehend the text as a whole (Saumell, Hughes, & Lopate, 1999). In sum, they are engaged readers who use a myriad of strategies flexibly (Van Blerkom & Van Blerkom, 2004).…”

Section: Investigating and Teaching Reading Strategies: An Avenue Formentioning

confidence: 99%

Reading Strategies and Academic Success: The Case of First-Semester College Males

Poole

2016

Journal of College Student Retention: Research, Theory & Pr

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Research has shown that males often struggle with the demands of college, one of which involves comprehending academic texts. Many males, however, do understand course readings and are successful students. Unfortunately, little is known about how successful and struggling college males differ in their use of reading strategies, the effective use of which is vital for academic text comprehension. The following study aimed to fill this gap by analyzing first-semester college males’ strategy use and investigating whether it was related to academic success. The results were similar to other studies of college students’ strategy use and suggest that many males are unwilling or unable to use certain strategies. In addition, a small number of significant correlations between strategy use and academic success were found. Explanations for such results and pedagogical interventions to help first-semester college males better use reading strategies are considered.

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Self-Monitoring Strategies Used by Developmental and Non-Developmental College Students

Cited by 18 publications

References 9 publications

The Effect of Using Self-Monitoring Strategies in Social Studies Course on Self-Monitoring, Self-Regulation and Academic Achievement

The Effect of Using Self-Monitoring Strategies in Social Studies Course on Self-Monitoring, Self-Regulation and Academic Achievement

Learning Effectiveness of a Strategic Learning Course

Reading Strategies and Academic Success: The Case of First-Semester College Males

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