Test Preparation and Performance: A Self-Regulatory Analysis

By Anastasia Kitsantas. 2002

189 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/81aea9ac366273a00ba0124b1c1aa5cb44782727

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In Developmental and Educational Psychology

In Experimental and Cognitive Psychology

In Social Psychology

Citations in the corpus

The Role of a Skills Learning Support Program on First-Generation College Students’ Self-Regulation, Motivation, and Academic Achievement: A Longitudinal Study (2017, background): “performance goals) show positive influences on student academic outcomes (Kitsantas, 2002; Okun et al., 2006).”
Metacognitive Skills and Problem-Solving (2021, result): “Although various studies have revealed the positive relationship between metacognition and success in mathematics (Kitsansas, 2002; Rysz, 2004), some have not supported these findings (Ader, 2004; Hong & Peng, 2008; Kuyper et al.”
An expert performance approach to the study of individual differences in self-regulated learning activities in upper-level college students (2012, methodology): “Kitsantas (2002) modified the SRLIS by asking students to recall their studying behaviors before, during, and after the midterm for a specific course (psychology of personality) during a single interview session.”
Homework self-regulation: Grade, gender, and achievement-level differences (2009, background): “relationship between strategy use and achievement has been demonstrated in numerous studies (Kitsantas, 2002) and with the finding of seventh-grade high achievers reporting a higher level of metacognitive strategy use in this study, strategy instruction may be beneficial to Chinese students.”
Developing Self-Regulated Learners: Goal Setting, Self-Evaluation, and Organizational Signals During Acquisition of Procedural Skills (2004, background): “…to improving performance, several studies have shown that encouraging learners to focus on process goals also may have a positive effect on their self-efficacy beliefs, intrinsic interest, and satisfaction with their performance (Kitsantas, 2002; Schunk, 1989; Zimmerman & Kitsantas, 1997, 1999).”
Self-Regulation and Ability Predictors of Academic Success During College: A Predictive Validity Study (2008, background): “Although academic success in college requires some preexisting capabilities, these abilities do not always differentiate high-achieving students from low-achieving students (Kitsantas, 2002; Zimmerman & Schunk, 2008).”
The development and validation of the Self-Regulation Strategy Inventory—Self-Report (2006, methodology): “, PII) used in this study were developed from social cognitive theory and previous assessment tools (Cleary & Zimmerman, 2001; Kitsantas, 2002).”
Assessing self-regulated learning in higher education: a systematic literature review of self-report instruments (2016, background): “Moreover, Kitsantas (2002) found evidence of predictive validity, in that students’ SRL predicted subsequent test performance.”
First-Year College Students’ Time Use (2017, background): “Students with initially high selfregulation tend to spend time preparing for college exams, and early successful performance on a college exam tends to increase future goals and expectations for performance (Kitsantas, 2002).”
Test-Taking Strategies of High and Low Mathematics Achievers (2006, methodology): “understanding, such as reading and elaborative strategies, whereas low achievers used more rehearsal strategies than elaborative or organizational strategies (Holschuh, 2000; Kitsantas, 2002; VanZile-Tamsen & Livingston, 1999).”
The Importance of Self-Regulation for College Student Learning. (2012, methodology): “Leamers who are highly capable of selfregulating "...self-evaluate more often, attribute poor performances to strategy deficiency rather than to lack of ability, experience greater self-satisfaction, and make better adaptadons than poorly selfregulated individuals" (Kitsantas, 2002, p. 102).”