Engagement in self-regulated deep learning of successful immigrant and non-immigrant students in inner city schools

摘要

In order to examine and explain differences in self-regulated (SR) deep learning of successful immigrant and non-immigrant students we investigated a population of 650 high track 10th grade students in Amsterdam, of which 39% had an immigrant background. By means of a questionnaire based on the MSLQ of Pintrich and De Groot (1990) the students reported their use of learning and resource management strategies, and their motivational values and attitudes. Two tests measured vocabulary and mathematical reasoning. Background characteristics, grades, track position and school composition (i.e., proportions of immigrant students) were registered as well.