Effects of Individual Self-Regulated Cognitive Strategies and Public Education on Academic Achievement : Application of the Hierarchical Linear Model
Year: 2009
Type: article
Abstract: This study used Hierarchical Linear Modeling analysis to investigate the effects of individual self-regulated cognitive strategies and public education on middle school students' academic achievement. Participants were 6389 (boys 3287, girls 3102) middle school students from the 2005 data of the Korea Education Longitudinal Study. Results were as follows : (1) there were significant differences among different schools in middle school students' academic achievement, i.e. 20% of variance in English achievement and 15% of variance in mathematics achievement were explained by school differences. (2) Students' elaboration and meta-cognitive strategy influenced academic achievement positively. (3) Predictor variables by ability grouping, supplementary class, and/or self-learning class had no significant effects on students' academic achievement.
Source: Korean Journal of Child Studies
Author: Ju-Rhee Lee
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: gold
Estimated APC paid: $153
OpenAlex ID: W243523567