Poster #12 - Urban Teens' Use of Self-Regulated Learning Strategies: A Comparison of Survey and Diary Data

• In Event: 77.059 - MTCC Tuesday Poster Session 18
  In Poster Session: 77.059-1 - Exploring Motivational Constructs in Authentic Academic Settings

Abstract

This study explored the strategies employed by urban high school girls of color -- a population that is often overlooked in the research on self-regulated learning (SRL). Using a concurrent mixed methods design, we evaluated students’ (N = 29) strategy-use using survey and diary data. Survey analysis suggested a degree of miscalibration; despite low levels of reading achievement, participants reported high levels of regulatory strategies such as monitoring and planning, as well as self-efficacy and task value. Lower reliabilities were also observed at the end of the year than at the beginning. Overall, findings suggest diaries could be further explored as a promising approach to examining how high school girls use self-regulation when reading. Implications for measurement of SRL will be discussed.

Authors

• Rinat Levy-Cohen, Fordham Graduate School of Education

• Jenny Arevalo, Fordham Graduate School of Education

• Rachel Mann, Fordham University

• Danielle Battaglia, Fordham University

• Rhonda Suzanne Bondie, Harvard University

• Kristen H. Turner, Drew University

• Gordon Van Owen, Fordham Graduate School of Education

• Akane Zusho, Fordham University