NotesFAQContact Us
Collection
Advanced
Search Tips
ERIC Number: ED566457
Record Type: Non-Journal
Publication Date: 2015
Pages: 147
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3394-3284-7
ISSN: N/A
Self-Regulated Learning and Motivation Belief Differences among Gifted and Non-Gifted Middle School Students across Achievement Levels
Hogrebe, Jaclyn M.
ProQuest LLC, Psy.D. Dissertation, Rutgers The State University of New Jersey, Graduate School of Applied and Professional Psychology
This dissertation examined self-regulated learning (SRL) and motivation beliefs (i.e., self-efficacy, perceived responsibility) across ability (i.e., gifted, advanced, average) and achievement groups (i.e., high achievers, low achievers) in a sample of 135 suburban middle school students (i.e., fifth and sixth grade). In order to expand upon previous literature in this domain, the current study aimed to investigate both adaptive and maladaptive SRL strategies within the context of mathematics classes. In addition, teacher ratings of SRL were used in conjunction with self-report measures to assess the variables from multiple sources. Measures used included the Self-Regulation Strategy Inventory-Self-Report (SRSI-SR), Self-Regulation Strategy Inventory-Teacher Report (SRSI-TRS), Sources of Mathematics Self-Efficacy Scale (SMES), and Perceived Responsibility Scale (PRS). Independent-samples "t"-tests and correlation analyses were used to identify differences in the dependent variables between groups of high and low achievers. Analysis of variance was utilized to assess ability group differences in SRL and motivation beliefs, and to assess ability group differences among students of one achievement level (i.e., high achievers). A key finding was significant differences in maladaptive SRL, self-efficacy, and teacher ratings of SRL between high and low achievement groups. Teacher ratings indicated group differences between gifted and advanced students' use of SRL strategies in comparison with average students, with gifted and advanced students using SRL strategies more frequently. This result was consistent within an isolated sample of high achieving students. The study supports previous findings of a relationship between SRL and academic achievement. In addition, the results highlight the importance of teacher ratings in assessing SRL and identifying students who may benefit from SRL training. Future research should continue investigating the interaction of student ability and achievement level in SRL and motivation beliefs. [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: Middle Schools; Secondary Education; Junior High Schools; Grade 5; Intermediate Grades; Elementary Education; Grade 6
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A