RESUMO
Background: Self-regulated learning refers to the monitoring and controlling of one's own cognitive performance before, during, and after a learning episode. Previous literature suggested that self-regulated learning had a significant relationship with academic achievement, but not all self-regulated learning strategies exerted the same influences. Using an invalid strategy may waste the limited psychological resources, which will cause the ego depletion effect. The present meta-analysis study intended to search for the best self-regulated learning strategies and inefficient strategies for Chinese students in elementary and secondary school, and analyzed the critical phases of self-regulated learning according to Zimmerman's theory. The moderating effects of gender, grade, and publication year were also analyzed. Methods: Empirical studies which conducted in real teaching situations of elementary and secondary education were systematically searched using Chinese academic databases. Studies focused on undergraduate students, students of special education, or online learning environments were excluded. Fifty-five cross-sectional studies and four intervention studies (which generated 264 independent samples) were included with a total sample size of 23,497 participants. Random effects model was chosen in the current meta-analysis, and publication bias was also examined. Results: The results indicated that the overall effect size of self-regulated learning on academic achievement was small for primary and secondary school students in China. The effect sizes of self-efficacy, task strategies, and self-evaluation were relatively higher than other strategies. Self-regulated learning strategies have the largest effect size on science disciplines (including mathematics and physics). Performance phase and self-reflection phase are key phases of self-regulated learning. From 1998 to 2016, the effect size between self-regulated learning and academic achievement was gradually decreasing. Conclusions: The main findings of the current study showed that self-efficacy, task strategies, and self-evaluation were key self-regulated learning strategies for Chinese students. Performance phase and self-reflection phase played significant roles in the process of self-regulated learning. Future studies need to include more intervention studies with rigorous treatment fidelity control and provide more empirical evidence from online learning, so as to compare the different effects of self-regulated learning between traditional education and online education.
RESUMO
This paper presents a limited case study examining the causal inference of student mobility on standardized test performance, within one middle-class high school in suburban Connecticut. Administrative data were used from a district public high school enrolling 319 10th graders in 2010. Propensity score methods were used to estimate the causal effect of student mobility on Math, Science, Reading, and Writing portions of the Connecticut Academic Performance Test (CAPT), after matching mobile vs. stable students on gender, race/ethnicity, eligibility for free/reduced lunches, and special education status. Analyses showed that mobility was associated with lower performance in the CAPT Writing exam. Follow-up analyses revealed that this trend was only significant among those who were ineligible for free/reduced lunches, but not among eligible students. Additionally, mobile students who were ineligible for free/reduced lunches had lower performance in the CAPT Science exam according to some analyses. Large numbers of students transferring into a school district may adversely affect standardized test performance. This is especially relevant for policies that affect student mobility in schools, given the accountability measures in the No Child Left Behind that are currently being re-considered in the recent Every Student Succeeds Act.
RESUMO
Objetivo: analisar o uso na vida de álcool, tabaco e outras drogas e sua distribuição por sexo e idade em estudantes do fundamental II e médio, de uma escola pública e rural. Método: estudo quantitativo, descritivo e transversal, realizado de agosto a novembro de 2011 com 146 estudantes de Petrolina e analisado pelo programa Microsoft Excel 2007. Como critérios de elegibilidade elegeu-se ser maior de 18 anos e assinar o Termo de Consentimento Livre e Esclarecido ou, se menor, obter a assinatura do responsável. Resultados: verificou-se maior uso na vida por álcool, predominando mulheres de 16 a 18 anos; 16,44% usaram cigarro, sem distinção do sexo; e 3,42% usaram drogas ilícitas, prevalecendo os homens. Conclusões: estratégias educacionais, através da escola, família ou governo, são necessárias na promoção de diálogos com os alunos, reduzindo o uso de álcool, tabaco e outras drogas entre estudantes.
Objective: to analyze the lifetime use of alcohol, tobacco and other drugs, and their distribution by sex and age of students of elementary and high school, in a rural public school. Method: quantitative, descriptive and cross-sectional study, conducted from August to November of 2011 with 146 students in Petrolina and analyzed by Microsoft Excel 2007. As for the criteria of eligibility, elligible students had to be over 18 and sign the Informed Consent or, if underage, obtain the parents signature. Results: there was greater lifetime use of alcohol, predominantly among women of 16-18 years old; 16.44% used cigarettes, without distinction of sex; and 3.42% used illicit drugs, prevailing men. Conclusions: educational strategies, through school, family or government, are necessary to promote dialogues with students, reducing the use of alcohol, tobacco and other drugs among students.
Objetivo: analizar el consumo de alcohol, tabaco y otras drogas y su distribución por sexo y edad entre estudiantes de una escuela pública rural de primaria y secundaria. Método: estudio cuantitativo, descriptivo y transversal, realizado entre agosto y noviembre de 2011 con 146 estudiantes en Petrolina (PE, Brasil) y analizados com Microsoft Excel 2007. Como criterios de elegibilidad se exigió ser mayor de 18 años yFirmar un consentimiento informado o, para menores de edad, obtener la firma del responsable. Resultados: se verificó mayor consumo de alcohol, predominantemente entre mujeres de 16-18 años; 16,44% consumen cigarrillos, sin distinción de sexo; y 3,42% consumen drogas ilícitas, prevaleciendo los hombres. Conclusiones: estratégias educativas, a través de la escuela, la familia o el gobierno, son necesarios en la promoción de diálogos con los estudiantes, para reducir el consumo de alcohol, tabaco y otras drogas entre los estudiantes.
