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

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dc.contributor.advisorReid, E. Shelley
dc.contributor.authorNardacci, Jennifer
dc.creatorNardacci, Jennifer
dc.date.accessioned2017-01-29T01:13:07Z
dc.date.available2017-01-29T01:13:07Z
dc.date.issued2016
dc.description.abstractThis 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.extent327 pages
dc.identifier.urihttps://hdl.handle.net/1920/10560
dc.language.isoen
dc.rightsCopyright 2016 Jennifer Nardacci
dc.subjectHigher education
dc.subjectCollege students
dc.subjectFirst-year composition
dc.subjectMetacognition
dc.subjectPhenomenology
dc.subjectSelf-regulated learning
dc.subjectWriting
dc.titleHow Do First-Year College Students Experience a Self-Regulated Learning Intervention in a Composition Course
dc.typeDissertation
thesis.degree.disciplineCommunity College Teaching Concentration
thesis.degree.grantorGeorge Mason University
thesis.degree.levelD.A.

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