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Cognitive regulation, not behavior regulation, predicts learning
ARTICLE

, Department of Education, & Department of Psychology, United States ; , Columbia University, Teachers College, United States ; , Columbia University School of Social Work, United States ; , Columbia University, Teachers College, United States

Learning and Instruction Volume 60, Number 1, ISSN 0959-4752 Publisher: Elsevier Ltd

Abstract

Although inquiry learning has increasingly been a topic of empirical research, there has been little investigation of individual differences in this regard. What makes some students more effective inquiry learners than others? We examined two kinds of self-regulation – cognitive regulation and behavior regulation – as possible predictors of individual differences in middle-school students’ inquiry learning performance. Across two studies, one involving middle-class students (n = 135) and one involving students from a lower socioeconomic status underachieving population (n = 21), results were consistent. Cognitive regulation, but not behavior regulation, was associated with more successful inquiry learning. We discuss implications for the role of regulatory processes in inquiry learning and, more broadly, for education.

Citation

Modrek, A.S., Kuhn, D., Conway, A. & Arvidsson, T.S. (2019). Cognitive regulation, not behavior regulation, predicts learning. Learning and Instruction, 60(1), 237-244. Elsevier Ltd. Retrieved March 31, 2020 from .

This record was imported from Learning and Instruction on March 15, 2019. Learning and Instruction is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.learninstruc.2017.12.001

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