Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/13778
Title: 
Authors: 
Issue Date: 
Sep-2000
Citation: 
Chong, W. H., & Smith, I. D. (2000). Role of motivational and self-regulatory processes on academic and social functioning of lower secondary school students. In J. Ee, Berinderjeet Kaur, N. H. Lee and B. H. Yeap (Eds.), New ‘Literacies’: Educational response to a knowledge-based society: Proceedings of the ERA-AME-AMIC Joint Conference 2000 (pp. 116-123). Singapore: Educational Research Association.
Abstract: 
In a knowledge-based economy, an effective learner takes greater self-direction, independence and initiative in the learning process and, thus is required to draw on personal motivational resources to manage and perform. Such strategic learning is particularly critical at the secondary school level when the syllabi are more cognitively demanding and regulation of one's behaviour towards effective learning is increasingly called upon. This paper therefore seeks to examine the relationships between prior achievement, academic and social self-regulation, and students' self-beliefs from the survey findings of 540 lower secondary school students in Singapore.
Description: 
This paper was published in the Proceedings of the ERA-AME-AMIC Joint Conference held at Singapore from 4-6 September 2000
URI: 
Appears in Collections:Conference Papers

Files in This Item:
File Description SizeFormat 
ERA-AME-AMIC-2000-116.pdf61.51 kBAdobe PDFThumbnail
View/Open
Show full item record

Page view(s) 50

74
checked on Oct 22, 2019

Download(s) 20

112
checked on Oct 22, 2019

Google ScholarTM

Check


Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.