Examining the Correspondence between Self-Regulated Learning and Academic Achievement: A Case Study Analysis

By T. Cleary, Peter Platten. 2013

120 citations recorded by the source corpus.

Four high school students received 11 weeks of a self-regulated learning (SRL) intervention, called the Self-Regulation Empowerment Program (SREP), to improve their classroom-based biology exam scores, SRL, and motivated behaviors. This mixed model case study examined the correspondence between shifts in students’ strategic, regulated behaviors with their performance on classroom-based biology tests. The authors used traditional SRL assessment tools in a pretest-posttest fashion (e.g., self-report questionnaires, teaching rating scales) and gathered SRL data during the intervention using field note observations and contextualized structured interviews. This multidimensional assessment approach was used to establish convergence among the assessment tools and to facilitate interpretation of trends in students’ biology test performance relative to their SRL processes. Key themes in this study included the following: (a) the close correspondence between changes in students SRL, biology exam performance, and SREP attendance; (b) individual variability in student performance, SRL behaviors, and beliefs in response to SREP; and (c) the importance of using a multi-dimensional assessment approach in SRL intervention research. Furthermore, this study provided additional support for the potential effectiveness of SREP in academic contexts.

Subfields: Developmental and Educational Psychology, Education, Social Psychology

View Paper: https://www.semanticscholar.org/paper/0c85c9d25422789d83f772dc33dc05e3ffecc4a2

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Suparna Sinha
2. Erik A. Ruzek
3. David J. Shernoff

In Education

1. Suparna Sinha
2. Erik A. Ruzek
3. David J. Shernoff

In Social Psychology

1. David J. Shernoff
2. Erik A. Ruzek
3. Suparna Sinha

Citations in the corpus

• The influence of the high school classroom environment on learning as mediated by student engagement (2017, background): “A variety of interventions school psychologists can consider have focused on improving student motivation (Lazowski & Hulleman, 2016), self-regulation (Cleary & Platten, 2012), and relationships in the classroom (Hamre et al., 2012; Ruzek et al., 2016).”