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Self-regulated Strategy Instruction with the Self-regulation Micro-analytic Assessment and Attribution Training in High School Students with Learning Disabilities

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dc.contributor.advisor Mastropieri, Margo A.
dc.contributor.author Leins, Jesse E.
dc.creator Leins, Jesse E.
dc.date 2011-08-02
dc.date.accessioned 2011-09-22T15:52:42Z
dc.date.available NO_RESTRICTION en_US
dc.date.available 2011-09-22T15:52:42Z
dc.date.issued 2011-09-22
dc.identifier.uri https://hdl.handle.net/1920/6619
dc.description.abstract This Multiple-baseline design study investigated the effectiveness of the self-regulation micro-analytic assessment (SMA)in improving the development of self-regulation during self-regulated strategy development(SRSD) with attribution training with seven high school students with learning difficulties. the study also investigated the effectiveness of SRSD on improving self-efficacy, attribution style, and academic performance in high school students with learning issues. The strategic instruction occurred during the regular school day in designated extra help periods. During these hour long sessions an (SRSD) approach that combined self-regulation instruction with attribution training was used to teach a note-taking and test-preparation strategy. Prior to the intervention, students completed three baseline probes and three questionnaires: self-efficacy as a learner, the self-regulated micro-analytic assessment, and the student's attribution style. After completing the baseline probes intervention began and lasted approximately 36 days, followed by post testing. Findings revealed that the intervention significantly improved performance on the criterion measures from baseline to post intervention, as well as, the students overall self-efficacy for learning and attributions for strategy-use.
dc.language.iso en
dc.subject Self-Regulation en_US
dc.subject Attribution training en_US
dc.subject Learning Disabilities en_US
dc.subject Self-Efficacy en_US
dc.subject Strategy Instruction en_US
dc.subject High School Students en_US
dc.title Self-regulated Strategy Instruction with the Self-regulation Micro-analytic Assessment and Attribution Training in High School Students with Learning Disabilities
dc.type Thesis
thesis.degree.name Masters in Educational Psychology en_US
thesis.degree.level Master's
thesis.degree.discipline Educational Psychology
thesis.degree.grantor George Mason University


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