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• W2077447213 startingPage "1846" @default.
• W2077447213 abstract "This study investigated the effectiveness of cognitive-metacognitive versus motivational components of the IMPROVE self-regulatory model, used while reading scientific texts, for 10th graders’ scientific literacy and self-regulated learning (SRL). Three treatment groups (N = 198) received one type of self-addressable questions while reading scientific texts: cognitive-metacognitive (CogMet), motivational (Mot), or combined (CogMetMot). Control group received no self-addressed questions (noSRL). One measure assessed scientific literacy, and two measures assessed SRL: (a) as an aptitude—pre/post questionnaires assessing self-perceived SRL, and (b) as an event—audiotaping participants’ thinking-aloud SRL behaviors in real-time learning experiences and data coding illustrating SRL changes. Findings indicated that treatment groups significantly outperformed the non-treatment group. No differences emerged between CogMet and Mot, whereas fully combined SRL support (CogMetMot) was most effective. Theoretical and practical implications of this preliminary study are discussed." @default.
• W2077447213 created "2016-06-24" @default.
• W2077447213 creator A5071842270 @default.
• W2077447213 date "2013-07-01" @default.
• W2077447213 modified "2023-09-29" @default.
• W2077447213 title "Integrating Skills and Wills Instruction in Self-Regulated Science Text Reading for Secondary Students" @default.
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• W2077447213 doi "https://doi.org/10.1080/09500693.2013.805890" @default.
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