Influence of Teaching Self-Regulation on Academic Achievemen ...

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  • Title: Influence of Teaching Self-Regulation on Academic Achievement of At-Risk Students
  • Author(s): Heather Williams, Carl F. Siebert
  • Publisher: Common Ground Research Networks
  • Collection: Common Ground Research Networks
  • Series: The Learner
  • Journal Title: The International Journal of Pedagogy and Curriculum
  • Keywords: Self-Regulated Learning; Math Achievement; Intervention Strategy; Alternative High School; At-Risk Students
  • Volume: 25
  • Issue: 1
  • Year: 2018
  • ISSN: 2327-7963 (Print)
  • ISSN: 2327-9133 (Online)
  • DOI: https://doi.org/10.18848/2327-7963/CGP/v25i01/1-13
  • Citation: Williams, Heather, and Carl F. Siebert. 2018. "Influence of Teaching Self-Regulation on Academic Achievement of At-Risk Students." The International Journal of Pedagogy and Curriculum 25 (1): 1-13. doi:10.18848/2327-7963/CGP/v25i01/1-13.
  • Extent: 13 pages

Abstract

This study investigates the potential influence of a twelve-week “self-leadership” class on math and reading achievement for 136 at-risk students attending a northwestern alternative high school. This class included key features in self-regulated learning, including the use of metacognitive, motivational, and/or behavioral strategies. We hypothesized that the capacity to self-regulate would be related to improved test scores because at-risk students who have increased abilities to lead themselves are better able to reduce risk-taking behavior, self-regulate their learning, and utilize skills related to metacognition to improve their academic achievement. Our study followed a quasi-experimental design that used two sets of math and reading scores in two cases and one comparison group to examine changes in math and reading scores. Test-score analysis revealed an improvement only in math scores for those attending leadership classes when controlling for students’ GPA. Implications suggest the importance of further research.