Date of Award
Summer 2025
Document Type
Open Access Dissertation
Department
Educational Studies
First Advisor
Michael M. Grant
Abstract
The purpose of this action research study was to evaluate the effects of a self-regulated learning innovation on middle school students’ self-regulated learning skills. One way to address problems such as student motivation, student engagement, and distracting behaviors in the classroom is to explicitly teach self-regulated learning skills such as goal setting, strategy use, self-monitoring, and systematic practice. Two research questions guided this study: (1) How and to what extent does a self-regulated learning innovation impact 7th and 8th grade students’ self-regulated learning skills (planning, self-monitoring, evaluation, reflection)? (2) In what ways do 7th and 8th grade students perceive the self-regulated learning innovation has impacted their learning experience?
Participants (n = 37) in this study were 7th and 8th grade students enrolled at an independent school in the southeastern United States. Students were placed into a study skills course that implemented an innovation called GAPS for explicit instruction with self-regulated learning strategies. Three data collection methods were used: (a) pre- and postinnovation administration of the Self-regulation of Learning Self-report Scale (SRL-SRS), (b) exit tickets, and (c) pre- and postinnovation focus group interviews. Both quantitative and qualitative analyses were performed, including descriptive statistics, inferential statistics, and inductive analysis.
While postsurvey SRL-SRS subscale means were all higher than the presurvey means, only the planning and self-monitoring subscales were statistically significant. Overall, end-of-innovation exit ticket means were found to be significantly higher than beginning-of-innovation means. However, follow-up contrasts for the individual items on the exit ticket found only two items for planning to be significant. Sixteen students participated in four focus group interviews. Through inductive analysis, three themes were identified: (a) goal setting and planning were important for the development of self-regulated learners; (b) the use of specific strategies for self-regulation improved student perceptions of academic success; and (c) learners identified personal characteristics that aided self-regulated learning. A discussion of the findings related to extant literature, implications for practice and future research, and limitations of the study are also presented.
Rights
© 2025, Leslie Eller Southerland
Recommended Citation
Southerland, L. E.(2025). Filling in the Gaps: Evaluating a Self-Regulated Learning Strategy for Middle School Students Using Action Research. (Doctoral dissertation). Retrieved from https://scholarcommons.sc.edu/etd/8438