2026-05-19T19:57:10Zhttps://keep.lib.asu.edu/oai/requestoai:keep.lib.asu.edu:node-1509332024-12-20T18:25:12Zoai_pmh:alloai_pmh:repo_items150933
https://hdl.handle.net/2286/R.I.14956
http://rightsstatements.org/vocab/InC/1.0/
All Rights Reserved
2012
v, 58 p. : ill. (some col.)
Doctoral Dissertation
Academic theses
Text
eng
Reid, Lisa J
Baker, Dale
Marsh, Josephine
Megowan, Colleen
Arizona State University
Partial requirement for: Ed. D., Arizona State University, 2012
Includes bibliogrpahical references (p. 50-51)
Field of study: Curriculum and instruction (Science education)
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?"
Educational Psychology
Sixth grade (Education)
Self-management (Psychology)
locus of control
Goal (Psychology)
Reflective learning
Science--Study and teaching (Elementary)
Grading and marking (Students)--Charts, diagrams, etc.
Grading and marking (Students)
Sixth grade student self-regulation in science