Education Commons^™

Supplemental Instruction, Calibration, And Self-Efficacy: A Path Model Analysis, Jennifer Leigh Grimm

Educational Leadership & Workforce Development Theses & Dissertations

Many students preparing for careers in the fields of science, technology, engineering, and mathematics (STEM) are unable to persist past entry-level courses to complete their college degrees. As a result, many higher education institutions have implemented intervention programs, like Supplemental Instruction (SI), to help students master course content and gain the self-regulated learning (SRL) behaviors necessary for success in challenging STEM courses. Numerous studies have demonstrated that SI attendance is correlated with improved course grades; however, few studies have examined the effect of SI attendance on students’ SRL behaviors, like self-efficacy and calibration, which may explain students’ academic achievement throughout …

Generative Learning Strategy Use And Self-Regulatory Prompting In Digital Text, Alan J. Reid, Gary R. Morrison

STEMPS Faculty Publications

The digital revolution is shifting print-based textbooks to digital text, and it has afforded the opportunity to incorporate meaningful learning strategies and otherwise separate metacognitive activities directly into these texts as embedded support. A sample of 89 undergraduates read a digital, expository text on the basics of photography. The treatment prompted the reader with selfregulatory questions and embedded a generative strategy, paraphrasing, and confirmed previous research on the relationships between prior knowledge and level of self-regulation on reading comprehension.

A one-way between subjects ANOVA revealed significance for the level of self-regulation on comprehension-level items and for the level of prior …

Can Practice Calibrating By Test Topic Improve Public School Students' Calibration Accuracy And Performance On Tests?, Rose M. Riggs

Teaching & Learning Theses & Dissertations

The effect of a calibration strategy requiring students to predict their scores for each topic on a high stakes test was investigated. The utility of self-efficacy towards predicting achievement and calibration accuracy was also explored. One hundred and ten sixth grade math students enrolled in an urban middle school participated. Students were assigned to either a calibration practice group or a no practice condition. Students in the practice condition completed a self-efficacy scale specific to math at the beginning of the study. They also practiced making predictions for each topic on each of three tests over a three month period …