An experimental study of self-regulated learning in biology with special reference to instructional control, locus of control, and academic performance

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dc.contributor.advisorRochford, Kevinen_ZA
dc.contributor.authorPaterson, Craig Chalmersen_ZA
dc.date.accessioned2015-12-28T06:09:39Z
dc.date.available2015-12-28T06:09:39Z
dc.date.issued1993en_ZA
dc.descriptionBibliography: pages 189-198.en_ZA
dc.description.abstractApplying theoretical conceptualisations of current theories of self-regulated learning, a biology instructional programme facilitating learner perceptions of control by offering choices in task engagement was undertaken with two intact samples of Caucasian standard ten higher grade biology pupils in Cape Town, with the student groups matched for IQ and ability. A counter-balanced, quasi-experimental research design was implemented for two five-day cycles. Learner locus of control and self-regulatory behaviour were established using, respectively, the Intellectual Achievement Responsibility Questionnaire (Crandall, et al, 1965), and the Motivated Strategies for Learning Questionnaire (Pintrich and De Groot, 1990). The primary aim was to test the prediction that, in contrast to teacher-regulated instruction, academic performance after learner self-regulation would be appreciably greater. Differences between the experimental and control group mean achievement scores at the end of the programme were highly significant.en_ZA
dc.identifier.apacitationPaterson, C. C. (1993). <i>An experimental study of self-regulated learning in biology with special reference to instructional control, locus of control, and academic performance</i>. (Thesis). University of Cape Town ,Faculty of Humanities ,School of Education. Retrieved from http://hdl.handle.net/11427/15996en_ZA
dc.identifier.chicagocitationPaterson, Craig Chalmers. <i>"An experimental study of self-regulated learning in biology with special reference to instructional control, locus of control, and academic performance."</i> Thesis., University of Cape Town ,Faculty of Humanities ,School of Education, 1993. http://hdl.handle.net/11427/15996en_ZA
dc.identifier.citationPaterson, C. 1993. An experimental study of self-regulated learning in biology with special reference to instructional control, locus of control, and academic performance. University of Cape Town.en_ZA
dc.identifier.ris TY - Thesis / Dissertation AU - Paterson, Craig Chalmers AB - Applying theoretical conceptualisations of current theories of self-regulated learning, a biology instructional programme facilitating learner perceptions of control by offering choices in task engagement was undertaken with two intact samples of Caucasian standard ten higher grade biology pupils in Cape Town, with the student groups matched for IQ and ability. A counter-balanced, quasi-experimental research design was implemented for two five-day cycles. Learner locus of control and self-regulatory behaviour were established using, respectively, the Intellectual Achievement Responsibility Questionnaire (Crandall, et al, 1965), and the Motivated Strategies for Learning Questionnaire (Pintrich and De Groot, 1990). The primary aim was to test the prediction that, in contrast to teacher-regulated instruction, academic performance after learner self-regulation would be appreciably greater. Differences between the experimental and control group mean achievement scores at the end of the programme were highly significant. DA - 1993 DB - OpenUCT DP - University of Cape Town LK - https://open.uct.ac.za PB - University of Cape Town PY - 1993 T1 - An experimental study of self-regulated learning in biology with special reference to instructional control, locus of control, and academic performance TI - An experimental study of self-regulated learning in biology with special reference to instructional control, locus of control, and academic performance UR - http://hdl.handle.net/11427/15996 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/15996
dc.identifier.vancouvercitationPaterson CC. An experimental study of self-regulated learning in biology with special reference to instructional control, locus of control, and academic performance. [Thesis]. University of Cape Town ,Faculty of Humanities ,School of Education, 1993 [cited yyyy month dd]. Available from: http://hdl.handle.net/11427/15996en_ZA
dc.language.isoengen_ZA
dc.publisher.departmentSchool of Educationen_ZA
dc.publisher.facultyFaculty of Humanitiesen_ZA
dc.publisher.institutionUniversity of Cape Town
dc.subject.otherEducation - Experimental methodsen_ZA
dc.subject.otherBiology - Study and teaching (Higher)en_ZA
dc.titleAn experimental study of self-regulated learning in biology with special reference to instructional control, locus of control, and academic performanceen_ZA
dc.typeMaster Thesis
dc.type.qualificationlevelMasters
dc.type.qualificationnameMEden_ZA
uct.type.filetypeText
uct.type.filetypeImage
uct.type.publicationResearchen_ZA
uct.type.resourceThesisen_ZA
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