Assessing of self -regulation training system and its transfer to out -of -school contexts for students with emotional and behavioral difficulties.
Item
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Title
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Assessing of self -regulation training system and its transfer to out -of -school contexts for students with emotional and behavioral difficulties.
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Identifier
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AAI3169991
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identifier
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3169991
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Creator
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Tobin, Suzanne E.
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Contributor
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Adviser: Barry J. Zimmerman
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Date
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2005
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Language
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English
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Publisher
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City University of New York.
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Subject
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Education, Educational Psychology | Education, Special
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Abstract
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This correlational study examined the effectiveness of a pre-existing self-regulatory intervention program with 35 adolescents being treated for emotional and behavioral difficulties in a self-contained special education school. Based on their current functioning, students were assigned to one of five training levels ranging in degree of external control provided and self-regulatory skill required. The relationship between training level and various outcome measures reflecting students' behavior both in school and outside of school were studied.;Results indicated that self-regulation training level was positively correlated with student self-reported self-regulated behavior in school, self-efficacy in and out of school, blinded observer ratings of classroom on-task behavior, teacher ratings of student self-regulated behavior, and grades. There was also a moderate correlation between training level and self-reported self-regulated behavior outside of school that approached statistical significance. In addition, there was a significant negative correlation between training level and number of absences, in-school disciplinary actions, suspensions, and arrests. Although training level did not correlate directly with parent reports of student self-regulated behavior outside of school, results of a path analysis suggests that there is an indirect relationship between training level and parent ratings through student self-regulated behavior outside of school and self-efficacy beliefs for regulating their behavior outside of school.;Results are discussed with regard to a social-cognitive conceptualization of self-regulation and address the issue of generalization of self-regulatory skill for emotionally and behaviorally troubled youth.
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Type
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dissertation
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Source
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PQT Legacy CUNY.xlsx
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degree
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Ph.D.
