Assessing motivation and learning strategy usage by dually enrolled students

Assessing motivation and learning strategy usage by dually enrolled students

Abstract Theoretical frameworks grounded in the social cognitive theory are used to discuss the need for assessing motivation, self-efficacy for learning and performance, metacognitive self-regulation of dually enrolled students. This study assessed motivation and learning strategy usage by Dually E...

Full description

Bibliographic Details
Main Authors: Molly C. Day, Heather M. Kelley, Blaine L. Browne, Steven J. Kohn
Format: Article
Language:English
Published: SpringerOpen 2020-09-01
Series:Smart Learning Environments
Subjects:
Dual enrollment
College readiness
Achievement goal theory
Expectancy-value theory
Self-efficacy
Self-regulation
Online Access:http://link.springer.com/article/10.1186/s40561-020-00131-w

Internet

http://link.springer.com/article/10.1186/s40561-020-00131-w

Similar Items