Assessing Student Self-Regulation with a Modified Microanalytic Approach: Initial Validity and Relations with Stereotype Threat

dc.contributor.advisorKitsantas, Anastasia
dc.contributor.authorHuie, Faye
dc.creatorHuie, Faye
dc.description.abstractThe primary purpose of this research was to investigate the initial validity of a new approach to assessing student self-regulation based on microanalysis called the Self-Regulation Assessment Tool: A Modified Microanalytical Approach (SRAT:MMA). The secondary purpose was to explore whether self-regulation, as measured by the SRAT:MMA, may alleviate stereotype threat effects on women’s math achievement. A total of 191 undergraduate students enrolled in non-introductory math courses participated in the study. The classic microanalytic method was modified to be administered as a contextualized self-report survey to assess student self-regulation behaviors in real-time. The results revealed that students with high overall self-regulation tended to achieve higher than students with low self-regulation. In terms of the individual processes, students who reported higher levels of self-efficacy, math domain task value, metacognitive monitoring, stable attributions, and self-satisfaction achieved higher than students who reported lower levels of those processes. Moderation analyses revealed that the relationship between the forethought and self-reflection phases and the relationship between the performance and self-reflection phases varied across levels of student achievement. The self-regulation processes altogether accounted for 70% of the variance in student achievement. Generally, the results may suggest that the SRAT:MMA is a valid alternative to current self-regulation assessment methodologies. In terms of stereotype threat, fidelity analyses showed that the manipulation failed to invoke stereotype threat in this specific sample. Overall, this study showed promising results regarding the initial validity of the SRAT:MMA. Implications of the findings and suggestions for further validation and research are discussed.
dc.format.extent187 pages
dc.rightsCopyright 2015 Faye Huie
dc.subjectEducational psychology
dc.titleAssessing Student Self-Regulation with a Modified Microanalytic Approach: Initial Validity and Relations with Stereotype Threat
dc.typeDissertation Mason University


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