Heterogeneous Effects of a Peer-Led Intervention on College Students' Development of Self-Regulated Learning

• In Event: Teaching Innovations Within and Beyond the College Classroom

Abstract

We examine the differential effects of a peer-led intervention (Supplemental Instruction [SI]) on college students’ development of SRL. Specifically, this study identified unobserved subgroups based on students’ use of self-regulated learning (SRL) strategies and determined how students differ in their responses to SI across subgroups. Results identified that within the competent regulator profile, both SI and non-SI attendees’ overall SRL scores significantly decreased over time but non-attendees showed a greater decrease. For the self-confident regulator profile, only attendees’ overall SRL scores increased. Both SI and non-SI attendees in the goal-oriented regulator profile had small decreases in scores. Our findings suggest that a group-based analysis can provide useful information about how interventions may be more individually targeted for better intervention effects.

Author

• Soojeong Jeong, Utah State University