College adults are not good at self-regulation: A study on the relationship of self-regulation, note taking, and test taking.

• Stephen T. Peverly ^[1] ; Karen E. Brobst ^[2] ; Mark Graham ^[3] ; Ray Shaw ^[4]
  1. [1] Columbia University

     Columbia University

     Estados Unidos

     
  2. [2] Fordham University

     Fordham University

     Estados Unidos

     
  3. [3] Yale University

     Yale University

     Town of New Haven, Estados Unidos

     
  4. [4] Monash University

     Monash University

     Australia

     

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• Localización: Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 95, Nº. 2, 2003, págs. 335-346
• Idioma: inglés
• DOI: 10.1037/0022-0663.95.2.335
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• Resumen

  • Self-regulation supposedly plays a central role in memory and learning, especially for adults. Research using simple materials has found that adults are skilled self-regulators. Research using difficult materials has found the opposite. Using difficult materials, the authors attempted to improve college students' self-regulation by allowing extended study time before taking a test. The authors also examined whether background knowledge and note-taking strategies would be positively related to self-regulation. Results indicated that college students were not good at self-regulation, background knowledge and note taking were not related to self-regulation, and note taking and background knowledge were generally better predictors of test performance than self-regulation. Results imply that test performance is more related to note taking and background knowledge than to self-regulation. (PsycINFO Database Record (c) 2016 APA, all rights reserved)