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ERIC Number: ED557871
Record Type: Non-Journal
Publication Date: 2013
Pages: 164
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3037-9983-9
ISSN: N/A
A Qualitative Inquiry into the Self-Regulated Learning of First-Semester College Students
Toms, Marcia L.
ProQuest LLC, Ph.D. Dissertation, North Carolina State University
The purpose of this study was to discover and describe the self-regulated learning (SRL) of a group of first-semester college students. Using Zimmerman's model of self-regulated learning, this study considered two major research questions: (a) how and why do first-semester college students decide to self-regulate? and (b) how do first-semester college students alter their self-regulation over the course of their first semester in college? These two main questions were supported by data gathered on the following subquestions: (c) what self-regulatory strategies do first-semester college students use? and (d) how do students know if these strategies are successful? This study used qualitative methods to discover and describe the SRL or a group of 8 first-semester college students. The context for the study a program for undecided students at a large, research extensive institution. The primary data collection technique was multiple, semi-structured interviews and was supplemented by document analyses. Each of the 8 participates was interviewed four times at strategic points between August 2012 and December 2012: before classes started, one-month into the semester, after fall break, and before final exams. In addition, participants consented to sharing their fall GPA and spring enrollment status. The study yielded a rich, thick description of students' SRL during their first-semester in college. At least 1 participant engaged in each aspect of Zimmerman's model of SRL, but there were also many instances of participants not self-regulating. Peers and instructors played key roles in the participants' behaviors. In some cases peers encouraged participants to work on academics, while in others they discouraged. Tools created or assigned by instructors were preferred by all the participants. The participants in this study with the strongest academic performance shared a few traits: (a) extensive use of SRL, (b) awareness of their SRL, (c) accurate metacognition, and (d) creating their own learning resources instead of relying on instructors'. Recommendations for professors, advisors, and further research are included. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A