Can a self-regulated strategy intervention close the achievement gap? Exploring a classroom-based intervention in 9th grade earth science

Andrzejewski, Carey E.; Davis, Heather A.; Bruening, Paige Shalter; Poirier, Ryan R.

doi:10.1016/j.lindif.2016.05.013

Cited by 33 publications

(27 citation statements)

References 51 publications

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“…However, students who attended the course in a traditional format (EG II) showed higher scores than students of EG I for two subscales of LASSI (anxiety control and study aids), as well as greater gains in self-efficacy for self-regulated learning when compared to students who had not attended the course (CGs). Although overall effect sizes ranged from very small to moderate, as in previous intervention research (Wentzel and Wigfield, 2007;Andrzejewski et al, 2016;Magno, 2016), these results suggest that explicit activation of self-reflection and the use of self-reflective activities may have an impact on perceived self-efficacy for self-regulated learning. Nonetheless, this was not as strong as initially hypothesized in this study.…”

Section: Discussionsupporting

confidence: 57%

“…Examining only the differences between pretest and posttest scores may also make it difficult to uncover the exact impact of interventions. In addition, self-report measures may not be sensitive enough to capture change (Almeida, 1992;Andrzejewski et al, 2016). It is thus recommended that future studies examine the intervention sessions qualitatively from the beginning to the end, so that the actual progress of participants can be examined more precisely.…”

Section: Discussionmentioning

confidence: 99%

“…Self-regulated learning can be considered as a form of cultural capital, which may compensate for gaps in opportunity and achievement. Interventions to promote self-regulated learning can empower students at risk and raise the educational level of a society (Schmitt et al, 2015;Andrzejewski et al, 2016). Selfregulated students tend to be more organized, hard working, interested, and self-critical.…”

Section: Promoting Self-regulated Learning Of Brazilian Preservice Stmentioning

confidence: 99%

“…Instructional programs focused on the promotion of self-regulation converge in three main points: they can be blended in a course content, implemented at all educational levels, and effective for a variety of types of students (Wolters, 2010;Bembenutty and White, 2013). Intervention studies in self-regulation have revealed that it is possible to teach students to develop better learning strategies, foster positive belief in themselves, and minimize behaviors that hinder learning (Boekaerts and Corno, 2005;Cartier et al, 2010;Brunstein and Glaser, 2011;Andrzejewski et al, 2016). Self-reflective activities, self-assessment questionnaires, and structured diaries, especially in conjunction with portfolios, are important instruments for the development of self-awareness and self-regulation.…”

Section: Promoting Self-regulated Learning Of Brazilian Preservice Stmentioning

confidence: 99%

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Promoting Self-regulated Learning of Brazilian Preservice Student Teachers: Results of an Intervention Program

Ganda

Boruchovitch

2018

Front. Educ.

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Self-regulation is the process by which individuals monitor, control, and reflect on their learning. Self-regulated students have motivational, metacognitive, affective, and behavioral characteristics that enhance their learning. As the importance of self-regulated learning is well acknowledged by research nowadays, the aim of this study is to examine the effectiveness of an innovative course designed to promote self-regulated learning among Brazilian preservice student teachers. The innovative approach was developed in the format of a program of intervention based heavily on self-reflection. The content involved student exposure to self-reflexive activities, lectures on the self-regulated learning framework, and theoretical tasks aimed at fostering self-regulation of students in a double perspective: as a student and as a future teacher. The efficacy of the approach was tested by comparison with both the results of students who had taken a course with theoretical content only and those who had not taken any course at all. The sample consisted of 109 students in 4 different freshman classes in a Teacher Education Program in a Brazilian public university in an inner city in the state of São Paulo. The research was conducted using a quasi-experimental design with three stages: pretest, intervention, and posttest. The classes were randomly assigned to experimental and control conditions as follows: an experimental group involving intervention, an experimental group exposed to theory, and two control groups not taking the course. Before and after the intervention program, all the participants responded to the Learning and Study Strategies Inventory and the Self-efficacy for Self-regulated Learning scales. Overall, the results showed that the intervention program format had a positive impact in enhancing student self-regulation. Moreover, students in both the experimental groups reported both higher gains in self-efficacy for self-regulated learning scores and an increase in employment of learning strategies when compared to the control groups.

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Section: Discussionsupporting

confidence: 57%

Section: Discussionmentioning

confidence: 99%

Section: Promoting Self-regulated Learning Of Brazilian Preservice Stmentioning

confidence: 99%

Section: Promoting Self-regulated Learning Of Brazilian Preservice Stmentioning

confidence: 99%

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Promoting Self-regulated Learning of Brazilian Preservice Student Teachers: Results of an Intervention Program

Ganda

Boruchovitch

2018

Front. Educ.

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“…Moreover, they analyze their beliefs about learning, their confi dence and expectations to perform the task and to reach the goals they have set. All these variables (e.g., self-effi cacy, intrinsic value) infl uence what students do or think themselves capable of doing (Zimmerman, 1998;Andrzejewski, Davis, Bruening & Poirier, 2016). Based on the assessment, they establish their goals.…”

Section: Introductionmentioning

confidence: 99%

Self-Regulated Learning and Academic Performance – The Mediating Role of Students’ Achievement Goals

Paloş¹,

Petrovici²,

Măgurean³

2019

RCIS

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Previous research highlights that self-regulated learning makes a diff erence in students' achievement, and is helpful in improving their performance. The present study aimed to test a model which assumed that relationships between selfregulated learning and academic performance are mediated by the achievement goals that students endorse. 254 students enrolled in Psychology undergraduate courses were tested. The results showed that performance-approach goals were those which predicted grades and not mastery-approach goals. Moreover, performance-approach goals mediated the relationship between self-effi cacy and academic performance. Also, two of the self-regulated learning components' (i.e., self-effi cacy and self-regulation) predict academic performance directly, no matter what type of achievement goals students pursue. Knowing this, teachers can help students to learn better, to monitor their progress and to achieve their objectives.

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A tool-kit to help students from low socioeconomic status background: a school-based self-regulated learning intervention

et al. 2022

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Can a self-regulated strategy intervention close the achievement gap? Exploring a classroom-based intervention in 9th grade earth science

Cited by 33 publications

References 51 publications

Promoting Self-regulated Learning of Brazilian Preservice Student Teachers: Results of an Intervention Program

Promoting Self-regulated Learning of Brazilian Preservice Student Teachers: Results of an Intervention Program

Self-Regulated Learning and Academic Performance – The Mediating Role of Students’ Achievement Goals

A tool-kit to help students from low socioeconomic status background: a school-based self-regulated learning intervention

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