caa a22 4500 606239170 CHVBK 20210128101302.0 cr unu---uuuuu 210128e20150301xx s 000 0 eng 10.1007/s11218-014-9275-5 doi (NATIONALLICENCE)springer-10.1007/s11218-014-9275-5 Between and within ethnic differences in strategic learning: a study of developmental mathematics students [Elektronische Daten] [Carlton Fong, Linda Zientek, Zeynep YetkinerOzel, Julie Phelps] The present study investigated developmental mathematics students' efficacy beliefs for motivational, self-regulated learning, resource management, and cognitive strategies and which of these beliefs most differentiated European American, African American and Hispanic students in terms of their mathematics achievement. The diverse sample consisted of 804 developmental mathematics students enrolled in community colleges. Results indicated (a) African Americans self-reported greater efficacy in learning strategies than European Americans and Hispanics regardless of academic course grade; (b) regardless of ethnicity, some students self-reported a higher than anticipated confidence of strategic learning strategies based on their academic achievement; (c) for European American students, efficacy of cognitive strategies, motivational strategies, and self-regulated learning strategies predicted higher grades whereas for Hispanic students, only self-regulated learning strategies was a significant predictor. These findings highlight the importance of learning strategies and the unique interaction of ethnicity and achievement. Implications for addressing learning strategies in the college setting are discussed. Springer Science+Business Media Dordrecht, 2014 Learning strategies nationallicence Ethnic differences nationallicence Motivation nationallicence Academic performance nationallicence Higher education nationallicence Fong Carlton Department of Educational Administration, The University of Texas at Austin, 1912 Speedway D5400, 78712-1604, Austin, TX, USA aut Zientek Linda Sam Houston State University, Huntsville, TX, USA aut YetkinerOzel Zeynep Fatih University, Istanbul, Turkey aut Phelps Julie Valencia College, Orlando, FL, USA aut Social Psychology of Education Springer Netherlands 18/1(2015-03-01), 55-74 1381-2890 18:1<55 2015 18 11218 https://doi.org/10.1007/s11218-014-9275-5 text/html Onlinezugriff via DOI BK010053 XK010053 XK010000 Metadata rights reserved Springer special CC-BY-NC licence nationallicence 1 research-article jats NATIONALLICENCE NATIONALLICENCE NL-springer NATIONALLICENCE 856 40 https://doi.org/10.1007/s11218-014-9275-5 text/html Onlinezugriff via DOI NATIONALLICENCE 700 1- Fong Carlton Department of Educational Administration, The University of Texas at Austin, 1912 Speedway D5400, 78712-1604, Austin, TX, USA aut NATIONALLICENCE 700 1- Zientek Linda Sam Houston State University, Huntsville, TX, USA aut NATIONALLICENCE 700 1- YetkinerOzel Zeynep Fatih University, Istanbul, Turkey aut NATIONALLICENCE 700 1- Phelps Julie Valencia College, Orlando, FL, USA aut NATIONALLICENCE 773 0- Social Psychology of Education Springer Netherlands 18/1(2015-03-01), 55-74 1381-2890 18:1<55 2015 18 11218