Self-regulated learning processes among inner city students: A social cognitive investigation.
Item
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Title
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Self-regulated learning processes among inner city students: A social cognitive investigation.
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Identifier
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AAI9224865
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identifier
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9224865
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Creator
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Wibrowski, Concepcion Rocha.
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Contributor
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Adviser: Barry Zimmerman
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Date
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1992
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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
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Abstract
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This study investigates the use of self-regulated learning processes to achieve academic success by students who come from disadvantaged environments. The relationship between three variables was examined: academic achievement, self-regulation outcomes, and learning activities. Measures of academic achievement were obtained from students' school records on the Mathematics Metropolitan Achievement Test (MAT-M), and the Degrees of Reading Power (DRP) test; measures of self-regulation outcomes were obtained by the Rating Student Self-Regulated Learning Outcomes: A Teacher Scale (RSSRL). Measures of learning activities were derived from the Learning Activities Inventory (LAI), a structured interview schedule developed for the present study.;The subjects for the present study were 100 Junior High School students from an urban school district. Subjects who displayed high achievement were randomly selected from school records a comparison group of regular achievers were selected from the same school. All subjects were interviewed using the Learning Activities Inventory (LAI).;Based on Zimmerman's (1988) Model of a social cognitive view of self-regulated academic learning, it was predicted that high achieving students would display more self-regulation to their teachers and would report more efforts to self-regulate their learning activities at their home and in classroom environments. Support for both hypotheses was found using Pearson correlation analysis, regression analysis, and canonical correlations. This study also showed the pattern of correlations among the self-regulated strategies used by high achieving students in inner city environments. The results were discussed in terms of Zimmerman's triadic model of student self-regulation.
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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.
