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theses

This study sought to examine the nature of reflection-phase processes exhibited by forty-two academically at-risk middle school students during a test reflection activity with mathematics exam scores. Specifically, the nature and types of students’ attributions and adaptive inferences during a reflective activity were examined to gain insight into student perceptions of the causes of their academic performance and their perceptions of the ways to improve future performance in mathematics. In addition to exploring within-subject effects, this dissertation sought to identify group differences in students’ reflective processes when comparing a group receiving a self-regulation intervention versus a remedial math intervention. A key finding was that the majority of student attributions and adaptive inferences focused on broad categories that were largely non-strategic. Students’ attributions and adaptive inferences were also observed to be highly stable over time. Upon comparing interventions, a significant group difference was observed for strategic attributions, however, no other group differences emerged across other attribution or adaptive inference codes. Finally, thematic analyses of attribution and adaptive inference codes revealed that the majority of students’ attributions and adaptive inferences were dominated by statements that focused on level of effort. Although less frequent, student’s self-reflections were also shown to include references to a limited understanding of material, classroom participation, and help-seeking. Implications for educators and school psychologists are presented as well as limitations of the study and areas of future research.  

ETD_9054

Psy.D.

Includes bibliographical references

by Brittany C. Velardi

doi:10.7282/T3FT8QC2

ETD doctoral

The author owns the copyright to this work.