The Relationship between College Students' Executive Functioning and Study Strategies
The Relationship between College Students' Executive Functioning and Study Strategies
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大学生执行功能与学习策略的关系
DOI：
10.1080/10790195.2006.10850188
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发表时间：
2006
影响因子：
--
通讯作者：
A. Guarino
中科院分区：
文献类型：
--
作者：
R. Petersen;E. Lavelle;A. Guarino
从认知的角度出发，一系列研究支持了大学生学习策略与学业成绩之间的关系(例如，Peverly，Brobst，Graham，&Shaw，2003)。特别是，自我调节过程包括以学习者为导向的旨在促进学业成就的活动，已经与学习策略的使用和学术目标的实现联系在一起(Zimmerman，2002)。同样，执行功能的神经心理学结构描述了由目标设定、计划、组织和执行方面的技能组成的独立和有目的的行为(Lezak，1995)。本研究的目的是考察执行功能评定量表(Lott&Petersen，1998)测量的执行功能与Lassi(Weinstein，Palmer，&Schulte，1987)测量的自我调节过程和策略使用之间的关系。第二个目标是考察执行功能与学生对生活问题的看法之间的关系。同时的多元回归程序表明这两个结构之间有很好的契合性。执行功能也与学生对生活问题的看法有关。对教育工作者和支持专业人员以及对进一步研究的影响也包括在内。
Working from a cognitive perspective, a range of studies have supported the relationship between study strategies and academic performance of college students (e.g., Peverly, Brobst, Graham, & Shaw, 2003). In particular, self-regulatory processes comprised of learner-directed activities geared toward promoting academic achievement have been linked to the use of study strategies and to the achievement of academic goals (Zimmerman, 2002). Similarly, the neuropsychological construct of executive functioning describes independent and purposive behavior as comprised of skills in goal setting, planning, organizing and executing (Lezak, 1995). The purpose of this study was to examine the relationship of executive functioning as measured by the Executive Functioning Rating Scale (Lott & Petersen, 1998) and self-regulatory processes and strategy use as measured in the LASSI (Weinstein, Palmer, & Schulte, 1987). A secondary goal was to examine the relationship of executive functioning to students' perceptions of life problems. Simultaneous multiple regression procedures indicated a good fit between the two constructs. Executive functioning was also related to students' perceptions of life problems. Implications for educators and support professionals as well as for further research are included.