Date of Award:

8-2024

Document Type:

Dissertation

Degree Name:

Doctor of Philosophy (PhD)

Department:

Psychology

Committee Chair(s)

Gregory Callan

Committee

Gregory Callan

Committee

Kaitlin Bundock

Committee

Chris Babits

Committee

Brenna Gomer

Committee

Jennifer Grewe

Abstract

Zimmerman’s self-regulated learning (SRL) model is a cyclical approach to learning where learners use several processes to facilitate learning or to perform a skill within many domains. Zimmerman’s model describes three phases including forethought, performance, and self-reflection, which occur respectively before, during, and after a task. Theoretically, these phases interact in a cyclical feedback loop in which a person cognitively interacts with a task before, during, and after the activity and continuously do so independently. This model has been the basis for several school-based intervention programs. Those programs have been studied regarding academic outcomes and efficacy; however, less research has empirically tested the theoretical cyclical connections among subprocesses within the three phases of Zimmerman’s model. This dissertation’s objective was to examine college students’ SRL processes (i.e., goal-setting, strategic planning, self-efficacy, interest, task-value, satisfaction, and attributions) in relation to a quiz through an online SRL microanalysis survey. A secondary objective was to examine the relationships within the self-reflection phase and the forethought phases independently as opposed to across phases. This information may help future researchers and clinicians to better understand connections and disconnections of learning processes within SRL for college students. Consequently, such information could lead to adaptations of SRL interventions that can help the learner achieve mastery towards their task of interest.

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