Date of Award:

5-2022

Document Type:

Thesis

Degree Name:

Master of Science (MS)

Department:

Psychology

Committee Chair(s)

Greg Callan

Committee

Greg Callan

Committee

Maryellen McClain Verdoes

Committee

Kaitlin Bundock

Abstract

Self-regulated learning (SRL) is an essential skill for achievement and progress in several settings including academics. It is known that students with attention-deficit/hyperactivity disorder (ADHD) struggle with SRL skills. However, this knowledge has been acquired primarily from self-report measures. While this has provided a solid foundation within the literature regarding SRL skills within the population with ADHD, there are a few limitations that these measures posit. These limitations can addressed with a measurement called SRL microanalysis. The purpose of this study was to use SRL microanalysis to measure SRL differences between students with and without ADHD symptomatology during a mathematics word problems task. To do this, we recruited 127 seventh and eighth-graders. Students answered mathematics word problems and SRL microanalysis interview questions via an automated survey. Significant differences were found between diagnostic group regarding SRL strategic planning and attributions. Implications and limitations are discussed.

Included in

Psychology Commons

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