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Peer reviewedZimmerman, Barry J.; Martinez-Pons, Manuel – Journal of Educational Psychology, 1988
Using student interviews, teacher ratings, and achievement test outcomes, a strategy model of student self-regulated learning was validated as a theoretical construct. Results with 44 male and 36 female 10th graders indicate both convergent and discriminative validity for a self-regulated learning construct. (TJH)
Descriptors: Academic Achievement, Construct Validity, Discriminant Analysis, English
