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Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties
Published on: September 27, 2020
[Academic goals, cognitive and self-regulatory strategies]
Antonio Valle1, Ramón G Cabanach, Susana Rodríguez
1Universidad de A Coruña, Spain. vallar@ude.es
Abstract:
In this paper we analyze differences between cognitive (selection, organizational, elaboration and rehearsal) and self-regulatory (planning, monitoring-regulating) strategies depending on academic goals. A total of 447 obligatory secondary education students (55% boys and 44,7% girls) participated in this study. The results indicated that as well as learning goals, other goals (obtain social approval or a good job) are related to the use of strategies and study engagement. Even performance-approach and performance-avoidance goals are significantly related to cognitive and self-regulatory strategies use.
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