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DOI: 10.5593/SGEMSOCIAL2016/B11/S01.026

HIGH ACHIEVING UNDERGRADUATE STUDENT’S SELF-REGULATION AND USE OF STRATEGIES IN LEARNING: WHAT MATTERS?

E. E. Marschalko, S. Szamoskozi
Wednesday 28 September 2016 by Libadmin2016

References: 3rd International Multidisciplinary Scientific Conference on Social Sciences and Arts SGEM 2016, www.sgemsocial.org, SGEM2016 Conference Proceedings, ISBN 978-619-7105-70-4 / ISSN 2367-5659, 24 - 31 August, 2016, Book 1 Vol. 1, 201-208 pp, DOI: 10.5593/SGEMSOCIAL2016/B11/S01.026

ABSTRACT
Self-regulatory behavior and strategic learning is considered to be one of the key components of academic success. In many cases, self-regulation is essential in professional interventions designed to foster academic achievement. Taking it into account, we have studied the presence of self-regulation and learning strategies in 30 high performing undergraduate Romanian students, recruited from Babeș- Bolyai University, the Technical University and the Iuliu Hațeganu University of Medicine and Pharmacy of Cluj-Napoca. The selection criteria were: promotion of all exams, weighted GPA above 9.00, or if below, than eligible for scholarship, preferably they ought to be among the top 3 students of their group in terms of GPA and we also needed recommendation from a lecturer. The study strategies and the self-regulation skills were assessed with LASSI (Learning and Study Strategies Inventory- 2nd Edition).
Our findings highlight the study skills and the lack of anxiety as being significant associates of high academic achievement.

Keywords: undergraduate, academic performance, study strategies, learning strategies, self-regulation

PAPER DOI: 10.5593/SGEMSOCIAL2016/B11/S01.026 ; HIGH ACHIEVING UNDERGRADUATE STUDENT’S SELF-REGULATION AND USE OF STRATEGIES IN LEARNING: WHAT MATTERS?

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