The development in self-regulated learning behaviour of first-year students in the lowest level of secondary school in the Netherlands |
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| Authors: | Ineke van der Veen Thea Peetsma |
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| Institution: | 1. Lawrence University, United States;2. North Carolina State University, United States;3. University of West Georgia, United States;1. School of Educational and Social Sciences, University of Oldenburg, Germany;2. Centre of Clinical Psychology and Rehabilitation, University of Bremen, Grazer Str. 6, 28359 Bremen, Germany |
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| Abstract: | This study focuses on development in self-regulated learning behaviour of students in the first year of the lowest level of secondary school in the Netherlands. Students from low socio-economic backgrounds, including ethnic minorities, are overrepresented at this level and their motivation has often been reported to be quite low. Furthermore, the percentage of dropouts is highest at this level: three times higher than in more academically oriented levels. 735 students filled in a questionnaire at the start, the middle and at the end of the school year. Development in self-regulated learning behaviour was best explained by the degree to which students intrinsically valued school work. |
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