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Infusing Self-regulation Learning Processes Into Project-based Learning

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dc.contributor.advisor Kitsantas, Anastasia
dc.contributor.author Dippold, Rory
dc.creator Dippold, Rory
dc.date.accessioned 2015-07-29T18:41:04Z
dc.date.available 2015-07-29T18:41:04Z
dc.date.issued 2015
dc.identifier.uri https://hdl.handle.net/1920/9677
dc.description.abstract The purpose of this quasi-experimental mixed method study was to examine how infusing self-regulation learning processes into a middle school project-based learning (PBL) unit impacted student motivation and achievement. The study examined: (a) whether differences existed between the treatment and comparison groups in self-efficacy, content knowledge and project artifact achievement (b) how students in the treatment group self-regulate in a self-regulation learning (SRL) infused PBL environment, and (c) how high and low achieving students self-regulate in a PBL environment. Fifty two (N = 52) seventh-grade students participated in the seven week Business PBL unit and completed a pretest and posttest on two self-efficacy measures, a content knowledge test and project artifacts. Treatment participants exposed to the SRL intervention based on Zimmerman social-cognitive perspective of SRL also completed project artifact reflections and progress feedback forms prior to the unit. ANCOVA results showed self-efficacy learning form (SELF) scores were statistically significant for the treatment group compared to the comparison group and project artifact t-test results had modest gains for the treatment group, but were not significant. However, there were no significant differences for Children’s Self-efficacy for Self-regulated Learning or content knowledge. In regards to examining how students in the treatment group self-regulated in a SRL infused environment, data revealed that they used primarily planning, environmental structuring, self-consequating, and attributions. Further, analyses showed that high achieving students exhibited several more SRL strategies than low achieving students and the low achieving students used maladaptive practices that hindered their progress. Based on the findings, educational implications for practice and future research are discussed.
dc.format.extent 276 pages
dc.language.iso en
dc.rights Copyright 2015 Rory Dippold
dc.subject Educational psychology en_US
dc.subject Inquiry-based learning en_US
dc.subject Middle school en_US
dc.subject Project-based learning en_US
dc.subject Self-regulation learning en_US
dc.title Infusing Self-regulation Learning Processes Into Project-based Learning
dc.type Dissertation en
thesis.degree.level Doctoral en
thesis.degree.discipline Education en
thesis.degree.grantor George Mason University en


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