Fostering Higher Education Students’ Self Regulated Test Preparation Strategies

Abstract

This article reports the findings of a study that sought to investigate the effect of a training in self regulated learning strategies following Zimmerman’s (2000) cyclical model on post graduate university students’ reported use of these strategies during test preparation. The sample consisted of 37 post graduate students in an Algerian university. The findings show that a training of four 90 mn sessions was able to foster the participants’ use of two forethought phase strategies, one performance control phase strategy and two self reflection phase strategies