Self-regulated learning study strategies and academic performance in undergraduate organic chemistry: An investigation examining ethnically diverse students

This study sought to identify ethnically diverse students' study strategies in organic chemistry and their relationships to course outcomes. Study diaries, concept maps, and problem sets were used to assess study outcomes. Findings show that students engage in four commonly used reviewing‐type...

Full description

Saved in:
Bibliographic Details
Published inJournal of research in science teaching Vol. 50; no. 6; pp. 660 - 676
Main Authors Lopez, Enrique J., Nandagopal, Kiruthiga, Shavelson, Richard J., Szu, Evan, Penn, John
Format Journal Article
LanguageEnglish
Published Blackwell Publishing Ltd 01.08.2013
Wiley-Blackwell
Subjects
academic performance
California
Chemistry
Concept Mapping
Diaries
Environmental Influences
Ethnic Groups
Goal Orientation
Independent Study
Information Seeking
Learning
Learning strategies
Memorization
Metacognition
Motivation
Organic Chemistry
Peer Teaching
Planning
Problem Solving
Recordkeeping
Review (Reexamination)
Rewards
Science Achievement
Science Instruction
Self Evaluation (Individuals)
Student Diversity
Study Habits
study strategies
Teacher Role
Teaching Assistants
underrepresented minorities
California
Online AccessGet full text

Cover

More Information
Summary:This study sought to identify ethnically diverse students' study strategies in organic chemistry and their relationships to course outcomes. Study diaries, concept maps, and problem sets were used to assess study outcomes. Findings show that students engage in four commonly used reviewing‐type strategies, regardless of ethnic group affiliation. However, these common strategies were rarely associated with students' problem solving, concept mapping, or course performance. In addition, students seldom engaged in metacognitive and peer learning strategies despite their reported benefits in the literature. Implications for research and practice are discussed in light of these findings. © 2013 Wiley Periodicals, Inc. J Res Sci Teach
Bibliography:ark:/67375/WNG-QFXXPVQT-H
ArticleID:TEA21095
National Science Foundation, Division of Research on Learning in Formal and Informal Settings - No. 0814559
istex:55D07E1CA5C2910311C89FAC20212699BA5D9409
ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
content type line 23
ISSN:0022-4308
1098-2736
DOI:10.1002/tea.21095