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Examining the relationship between academic ability and the use of learning strategies in a pilot program to improve self-regulated learning skills among university students Saori Yanagida 1 1Department of Speech-Language-Hearing Therapy, School of Rehabilitation Sciences, Health Sciences University of Hokkaido Keyword: 大学生 , 学習日誌 , 自己調整学習 , 学力 , 学習方略 , university students , learning diary , self-regulated learning , academic ability , learning strategy pp.152-162
Published Date 2024/6/15
DOI https://doi.org/10.11477/mf.6001200475
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 The purpose of this study was to implement a program to improve self-regulated learning skills by using learning diaries, and to investigate the use of learning strategies among university students with different academic abilities. The learning strategies used by the high-achieving group and the low-achieving group differed even before taking the program, and only the low-achieving group used “rehearsal”, a shallow process of simply reading and writing repeatedly without thinking about the meaning, even at the end of the program. Furthermore, the number of times learning diaries were not submitted was significantly higher in the low-achieving group. Those in the medium group actively used learning strategies to monitor their own learning status. As for a future work, it will be necessary to identify mediating factors to determine how differences in the usage of learning strategies based on academic ability will ultimately affect regular exam results. In addition, it is desirable to provide continuous guidance on self-regulated learning skills from the time of admission to graduation, to facilitate collaboration between courses, and to establish a learning support system for students with poor grades.


Copyright © 2024, Japanese Association of Speech-Language-Hearing Therapists. All rights reserved.

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電子版ISSN 印刷版ISSN 1349-5828 日本言語聴覚士協会

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