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91.
This study aims at enhancing math learning and general self-regulation by supporting daily self-regulated learning during
math homework. The authors use standardized diaries as a self-monitoring tool to support self-regulatory behaviour. Following
the theory of self-monitoring, frequent selfmonitoring of self-regulation will lead to an enhancement of self-regulated learning.
Complete data stem from a sample of 195 8th grade students. 95 students from the experimental group answer questions in diaries
for a period of 49 days and participate in the pre-post measurement whereas the control group only works on the pre- and posttests.
The diary consists of questions regarding main components of self-regulation. The time-series analyses of the diary variables
show a positive linear trend for self-regulation. The results of the analyses of variance for the pre-post experimental-control
group comparison yielded time by group interactions for self-regulation and the math test. 相似文献
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Soghra Akbari Chermahini Marian Hickendorff Bernhard Hommel 《Thinking Skills and Creativity》2012,7(3):177-186
The Remote Associates Test (RAT) developed by Mednick and Mednick (1967) is known as a valid measure of creative convergent thinking. We developed a 30-item version of the RAT in Dutch with high internal consistency (Cronbach's alpha = 0.85) and applied both Classical Test Theory and Item Response Theory (IRT) to provide measures of item difficulty and discriminability, construct validity, and reliability. IRT was further used to construct a shorter version of the RAT, which comprises of 22 items but still shows good reliability and validity—as revealed by its relation to Raven's Advanced Progressive Matrices test, another insight-problem test, and Guilford's Alternative Uses Test. 相似文献