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The longitudinal effect of children’s self-regulated learning on reading habits and well-being
International Journal of Educational Research ( IF 2.845 ) Pub Date : 2020-09-25 , DOI: 10.1016/j.ijer.2020.101673
Linghui Chu , Pei-Hsin Li , Min-Ning Yu

The sample included 1090 fourth graders from which we gathered data in four waves between the fall of 2010 and spring of 2012. The results of latent growth modeling (LGM) showed that the initial level of self-regulated learning had a significantly positive effect on the levels of later reading habits and well-being. Additionally, a faster rate of increase in self-regulated learning was associated with faster increases in levels of reading habits and well-being over time. These findings suggest that supporting children’s development of self-regulated learning can be effective in helping children maintain regular reading habits and increase their level of well-being.



中文翻译:

儿童自我调节学习对阅读习惯和幸福感的纵向影响

样本包括1090名四年级学生,我们从2010年秋季到2012年春季共分四次收集数据。潜伏增长建模(LGM)的结果表明,自我调节学习的初始水平对学生的学习产生了显着的积极影响。以后的阅读习惯和幸福感水平。此外,随着时间的流逝,自我调节学习的更快增长与阅读习惯和幸福感水平的快速增长相关。这些发现表明,支持儿童发展自我调节学习可以有效地帮助他们保持规律的阅读习惯并提高他们的幸福感。

更新日期:2020-09-25
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