The Roles of Teacher Support and Co-Regulation in Self-Regulatory Strategy Use for Middle-Grade Students

• In Event: Classroom Supports for Cognition and Self-Regulation

Abstract

This study expands on the literature examining the roles of social and contextual influences in fostering self-regulation. Specifically it explores the relationships between co-regulation and self-regulation and how this relationship is fostered within a middle school context. Both quantitative and qualitative methods were used to examine the roles of teacher support and co-regulation in fostering middle school students’ self-regulatory strategy use. Survey data were collected from over 612 6th grade students and 626 7th and 8th grade students at two time points. In addition, semi-structured interviews were conducted with a subset of eight students. Preliminary analyses suggest that teacher support and co-regulation with peers are significant predictors of students’ self-regulatory strategy use.

Authors

• Mei-Lin Chang, Kennesaw State University

• Yi-Chin (Sarah) Wu, Georgia Institute of Technology

• Shanna Ricketts, Gwinnett County Public Schools