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Counselling for academic excellence: A brief exploratory study of the academic behaviours of able and weak pupils
Issue Date: 
Teaching and Learning, 9(1),100-105
In Singapore's quest for excellence in education, the issue of how teachers and educators can increase pupil levels of self-regulation is of central importance. There is increasing evidence that self-regulated learning strategies during class and study are highly related to academic achievement (~immerman, 1986); in fact, it has been theorized that human achievement is heavily dependent on the use of self-regulation, particularly in competitive or evaluative
settings (Thoresen and Mahoney, 1974; Zimmerman, 1981 ). Some of the critical self-regulated learning strategies are self-evaluation (statements indicating that students check their work) and seeking
social assistance (statements indicating student-initiated efforts to solicit help from teachers or peers and other adults). Self-regulated learners plan, organize, self-instruct, self-monitor, and self-evaluate
their own learning at various stages of the learning process. To find out if there is a difference in the learning strategies of able and weak pupils and whether or not self-regulation is practised amongst our pupils, a questionnaire was administered.
Appears in Collections:Journal Articles - Teaching and Learning

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