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The positive relationship between self-regulation and student achievement has been repeatedly supported through research. Key considerations that have resulted from prior research include instructor feedback and explicit expectations, student perception of their control of their progress, accurate self-calibration, reflection, goal-setting,

The positive relationship between self-regulation and student achievement has been repeatedly supported through research. Key considerations that have resulted from prior research include instructor feedback and explicit expectations, student perception of their control of their progress, accurate self-calibration, reflection, goal-setting, age, and methods by which a cycle which integrates all of these can be put in place. While research provides evidence for that fact that it is possible to support student success in several of these areas, many questions are left as to how guided, active self-regulation impacts students perception of their control over their performance, their ability to accurately assess and act upon their strengths and weaknesses, and, ultimately, their overall progress at different developmental stages. This study intended to provide a better understanding of how guidance in the self-regulation strategies of sixth grade science students can impact their attitudes toward learning. Specifically, this study investigated the question, "What is the effect of active reflection, graphing of grades, and goal setting on sixth-grade students' locus of control and ability to self-regulate?"
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    Title
    • Sixth grade student self-regulation in science
    Contributors
    Date Created
    2012
    Resource Type
  • Text
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    Note
    • thesis
      Partial requirement for: Ed. D., Arizona State University, 2012
    • bibliography
      Includes bibliogrpahical references (p. 50-51)
    • Field of study: Curriculum and instruction (Science education)

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    Statement of Responsibility

    by Lisa J. Reid

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