Relating Affective and Cognitive Study Strategies to Self-Regulated Learning-for Rural-At-Risk. Students

Social cognitive theory suggests that students use both affective and cognitive study strategies in directing their own learning processes. This study explored the correspondences between both strategy types and the self-regulated learning of rural at-risk students. Sixty-seven 11th- and 12th-graders from 12 rural high schools completed the self-regulated learning subscale from Bandura's Multidimensional Scales for Perceived Self-Efficacy. Affective and cognitive learning and study strategies were assessed with the Learning and Study Strategy Inventory. Findings indicate that both strategy domains appear necessary to provide a comprehensive picture of self-regulated learning, particularly affective motivation and concentration and cognitive self-testing. Recommendations on how rural educators might foster these strategies include prompting students to record the work they complete during class to foster motivation, breaking study periods into short sessions to aid student concentration, and having students create questions about the material to encourage self-testing. (Author/TD) Reproductions supplied by EDRS are the best that can be made from the original document