Research Article
Layers of Self- and Co-Regulation: Teachers Working Collaboratively to Support Adolescents' Self-Regulated Learning through Reading
Table 8
Predicting PBA scores from LTRQ dimensions.
| | Snapshot | Word skills | Predict | Checks under. | Text features | Accuracy | Main ideas | Details | Note-making | Inference | Connect | Eval |
| Overall -square | .27*** | .17*** | .12 | .25*** | .16*** | .30*** | .18*** | .19*** | .15*** | .20*** | .13** | .16*** |
| | First-order correlations with items that predicted each dimension () and significance of those correlations |
| Perceptions of comp/control | .39*** | .31*** | .24*** | | .26*** | .40*** | .26*** | .33*** | .29*** | .33*** | | | Controllable attributions | | | | | | | | | | | | | Task value | | | | | | .14*** | | .12* | | | | | Positive personal goals | | .28*** | | .30*** | | .32*** | | | | | | | Positive emotions | .05 | | | .02 | | | | .00 | | | | | Stress/worry | | | | −.29*** | | | | | | | | −.21*** | Motivation/emotion control | | | | | | | | | | | | | Disengaged | | | | | −.23*** | | | | | | | | Positive task interpretation | | | | | | | | | | | | | Positive criteria | | | | | | | .13* | | | | | | Planning | | | | .14* | | | | | | | | | Monitoring: progress | | | | | | | | | | .00 | | −.03 | Adjusting: working with text | | | | | | | | | | | | | Adjusting: linking | .25*** | .19*** | | .24*** | .17*** | .20*** | | .22*** | .22*** | .21*** | | .21*** | Adjusting: work | | | | | | | | | | | | | Self-evaluating | | | | | .04 | | −.02 | | | | | | Strategies: working with text | | | | | .03 | | .00 | | .04 | | | | Strategies: working w/info | | | | | | | | .16** | | | | | Focus on memory | −.16** | | | | −.17*** | −.20*** | −.15** | −.10 | | −.09 | −.17** | |
|
|
, **, *.
|