Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/13778
Title: 
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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
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