Self-regulated learning and motivation belief differences among gifted and non-gifted middle school students across achievement levels
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Hogrebe, Jaclyn M..
Self-regulated learning and motivation belief differences among gifted and non-gifted middle school students across achievement levels. Retrieved from
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TitleSelf-regulated learning and motivation belief differences among gifted and non-gifted middle school students across achievement levels
Date Created2015
Other Date2015-10 (degree)
Extent1 online resource (vii, 138 p. : ill.)
DescriptionThis dissertation examined self-regulated learning (SRL) and motivation beliefs (i.e., self-efficacy, perceived responsibility) across ability (i.e., gifted, advanced, average) and achievement groups (i.e., high achievers, low achievers) in a sample of 135 suburban middle school students (i.e., fifth and sixth grade). In order to expand upon previous literature in this domain, the current study aimed to investigate both adaptive and maladaptive SRL strategies within the context of mathematics classes. In addition, teacher ratings of SRL were used in conjunction with self-report measures to assess the variables from multiple sources. Measures used included the Self-Regulation Strategy Inventory—Self-Report (SRSI-SR), Self-Regulation Strategy Inventory—Teacher Report (SRSI-TRS), Sources of Mathematics Self-Efficacy Scale (SMES), and Perceived Responsibility Scale (PRS). Independent-samples t-tests and correlation analyses were used to identify differences in the dependent variables between groups of high and low achievers. Analysis of variance was utilized to assess ability group differences in SRL and motivation beliefs, and to assess ability group differences among students of one achievement level (i.e., high achievers). A key finding was significant differences in maladaptive SRL, self-efficacy, and teacher ratings of SRL between high and low achievement groups. Teacher ratings indicated group differences between gifted and advanced students’ use of SRL strategies in comparison with average students, with gifted and advanced students using SRL strategies more frequently. This result was consistent within an isolated sample of high achieving students. The study supports previous findings of a relationship between SRL and academic achievement. In addition, the results highlight the importance of teacher ratings in assessing SRL and identifying students who may benefit from SRL training. Future research should continue investigating the interaction of student ability and achievement level in SRL and motivation beliefs.
NotePsy.D.
NoteIncludes bibliographical references
Noteby Jaclyn M. Hogrebe
Genretheses, ETD doctoral
Languageeng
CollectionGraduate School of Applied and Professional Psychology Electronic Theses and Dissertations
Organization NameRutgers, The State University of New Jersey
RightsThe author owns the copyright to this work.
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