Closing Achievement Gaps Among Brazilian Kindergartners With Interest-Driven Self-Regulated Learning Journals

• In Event: 14.044 - Roundtable Session 1
  In Roundtable Session: 14.044-14 - How Interesting! Students' Motivation and Interest in Context

Abstract

Prior research suggests the importance of considering both interest and SRL when designing academic interventions. Thus, this study explored the impact of an interest-driven, SRL-supportive academic intervention (i.e., “Flag Time”) on students’ achievement. Participants included 293 Brazilian kindergarteners assigned to three conditions (No Flag Time, Flag Time, Flag Time with additional SRL support). Students in the Flag Time with SRL support condition completed weekly learning journals on the Flag Time activities. Overall, results of the quantitative analyses indicated that Flag Time with SRL support was especially helpful in raising the reading achievement of boys. Flag Time also reduced the gap in reading achievement between native and non-native speakers of English. Implications for interest and SRL theory will be discussed.

Authors

• Akane Zusho, Fordham University

• Rhonda Suzanne Bondie, Fordham University

• Anne Taffin d'Heursel Baldisseri, Avenues World School