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How Do First-Year College Students Experience a Self-Regulated Learning Intervention in a Composition Course

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dc.contributor.advisor Reid, E. Shelley Nardacci, Jennifer
dc.creator Nardacci, Jennifer 2017-01-29T01:13:07Z 2017-01-29T01:13:07Z 2016
dc.description.abstract This dissertation examines how students experienced and valued a self-regulated learning intervention in their first-year college writing course. This study’s main research question was: how do students experience self-regulated learning in a first-year composition course? The study also looked at the extent to which students valued self-regulated learning and whether they reported altering their writing behaviors as a result of the intervention. Because much of the published research on college students and self-regulated learning is quantitative, conducted in pre-post survey formats, much about the nuances of how students learn to self-regulate, and how they apply self-regulatory practices, is unknown. A longer-term qualitative approach was needed to acquire a richer understanding of how students interact and engage with self-regulatory concepts and strategies. By studying student perspectives on their experiences throughout the semester, educators and researchers alike will gain insight into what matters to students about self-regulation in their first-year writing course, and how self-regulated learning might best be integrated into a content course.
dc.format.extent 327 pages
dc.language.iso en
dc.rights Copyright 2016 Jennifer Nardacci
dc.subject Higher education en_US
dc.subject college students en_US
dc.subject first-year composition en_US
dc.subject metacognition en_US
dc.subject phenomenology en_US
dc.subject self-regulated learning en_US
dc.subject writing en_US
dc.title How Do First-Year College Students Experience a Self-Regulated Learning Intervention in a Composition Course
dc.type Dissertation D.A. Community College Teaching Concentration George Mason University

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