Examining the Strategic and Achievement Effects of the Self-Regulation Empowerment Program on Middle School Students

• In Event: Implementing Technological Innovations to Foster Self-Regulated Learning

Abstract

The current study experimentally examined the effects of the Self-Regulation Empowerment Program (SREP) on the mathematics achievement and self-regulated learning (SRL) skills of academically at-risk middle school students. Forty four students were randomly assigned to one of two conditions, SREP or a mathematics remediation class. Students in both groups received the same number of instructional sessions and were evaluated at pretest, posttest, and 6 week follow-up across measures of achievement, SRL processes, and self-efficacy. Students also completed a social validity questionnaire (perceived acceptability and importance) at posttest. Preliminary analyses showed that SREP exerted a significant effect on students’ strategic/regulatory skills and was perceived as a more acceptable and important intervention than the existing remediation program at the target school.

Author

• Timothy J. Cleary, Rutgers University