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Effect of Gender and Time-Use on Elementary School Children's Self-Regulated Learning Ability
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  • Journal title : Korean Journal of Human Ecology
  • Volume 24, Issue 6,  2015, pp.741-753
  • Publisher : Korean Association of Human Ecology
  • DOI : 10.5934/kjhe.2015.24.6.741
 Title & Authors
Effect of Gender and Time-Use on Elementary School Children's Self-Regulated Learning Ability
Chung, Ha Na; Kim, Yu Mi;
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The purpose of this study was to investigate whether elementary children's time-use and self-regulated learning ability was different according to gender and whether children's gender and time-use effects self-regulated learning ability. Participants were 2,122 children who participated in KCYPS longitudinal study from their first grade to third grade. Time-use was reported by children's parents. Children's self-regulated learning is invented by Yang(2000). Components of self-regulated learning scale was achievement value, mastery goal orientation, action control, academic time management. The major findings were as follows. First, children's self-regulated learning was different according to chidren's gender. Girls' achievement value, mastery goal orientation, academic time management scores were higher than the boys'. Second, children's daily time was different according to their gender. Third, children's daily time-use affected their self-regulated leaning, however children's gender didn't.
time-use;self-regulated learning ability;
 Cited by
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