Remember Me
Or use your Academic/Social account:


You have just completed your registration at OpenAire.

Before you can login to the site, you will need to activate your account. An e-mail will be sent to you with the proper instructions.


Please note that this site is currently undergoing Beta testing.
Any new content you create is not guaranteed to be present to the final version of the site upon release.

Thank you for your patience,
OpenAire Dev Team.

Close This Message


Verify Password:
Verify E-mail:
*All Fields Are Required.
Please Verify You Are Human:

OpenAIRE is about to release its new face with lots of new content and services.
During September, you may notice downtime in services, while some functionalities (e.g. user registration, login, validation, claiming) will be temporarily disabled.
We apologize for the inconvenience, please stay tuned!
For further information please contact helpdesk[at]openaire.eu

fbtwitterlinkedinvimeoflicker grey 14rssslideshare1
Cassidy, SF
Languages: English
Types: Doctoral thesis
The thesis comprises a collection of ten published works in the field of\ud individual differences and student learning in a, mainly, higher education context\ud involving undergraduate student participants. The works revolve primarily around\ud three principal conceptual areas, identified within the field on the grounds of being\ud recognized mediators of learning and achievement - namely, learning style, academic\ud control beliefs and student self-evaluation.\ud Students' perceptions of themselves as learners, and their use of various\ud processes to regulate their learning, have been identified as critical factors in the\ud analyses of academic development and achievement. On the basis of this, the thesis\ud presents a programme of work concerned with establishing a clearer understanding of\ud the conceptualisation, measurement and pedagogical utility of learning style,\ud academic control beliefs, student peer assessment and student self-assessment. It is\ud argued that each of these constructs plays a major role in the development and\ud practice of student self-regulated learning (SRL).\ud SRL theory therefore provides the theoretical context which unifies and\ud integrates the principal research areas addressed in the thesis. Accordingly, learning\ud style, academic control beliefs and student self-evaluation are suggested as key\ud component processes of SRL. The study of SRL is increasingly being identified as\ud highly relevant to both research and practice-based pedagogy (e.g. Baumert et al.,\ud 2000; Zimmerman & Schunk, 2001). It is therefore further suggested that the existing\ud conceptual bases of SRL may represent the foundations for the development of a\ud composite theory capable of characterising, and facilitating, translational modelling of\ud much of the work involving individual differences in learning.
  • No references.
  • No related research data.
  • No similar publications.

Share - Bookmark

Cite this article

Cookies make it easier for us to provide you with our services. With the usage of our services you permit us to use cookies.
More information Ok