Religious affiliation and self-regulated learning strategies among Modern Orthodox Jewish female adolescents
Previous research has clearly demonstrated the positive influences of self-regulated learning strategies (SRLS) and social support on academic achievement. Research has also demonstrated that culture can influence SRLS use and social support. Another emerging area of research has suggested that religion can positively influence academic achievement among adolescents. As religion can be defined as culture, what is yet unclear is whether religious affiliation influences SRLS and social support and self-regulated learning to culture as defined via religious affiliation.^ Specifically, 9th and 12th grade Modern Orthodox Jewish females completed the Allport-Ross I Scale, Child and Adolescent Social Support Scale (CASSS), and the Motivated Strategies for Learning Questionnaire (MSLQ). Measures were give in an English literature (secular studies) class and in a Bible (religious studies) class.^ The results indicated that students utilized different strategies for secular and religious studies classes. In addition, developmental differences were noted in the areas of perceptions of social support and religious affiliation. Specifically, it was found that 9th grade students utilized the strategies of rehearsal, organization, and metacognition more frequently than 12th graders. In addition, it was found that as students grow, they rely less on peers and more on teachers and parents. These results support the need for cultural research to examine needs of specific groups and subgroups.^
Religion, General|Women's Studies|Education, Educational Psychology|Education, Secondary|Psychology, Developmental|Jewish Studies
"Religious affiliation and self-regulated learning strategies among Modern Orthodox Jewish female adolescents"
(January 1, 2009).
ETD Collection for Fordham University.