Leveraging the Success Through Self-Regulated Learning (StSRL) Framework to Scaffold Students' Self-Regulated Learning and Academic Success

• In Event: Designing Effective Digital Programs to Help Students Develop and Deploy Self-Regulated Learning Skills

Abstract

Objectives/Purpose. The Success through Self-Regulated Learning (StSRL) framework is a theoretically grounded tool through which instructors scaffold students’ self-regulated learning (SRL) and academic achievement. The PSUNudge app provides instructors a mechanism to implement the framework to plan and provide prompts for students to access. Together, the framework and app constitute the “system.” Learners access prompts on wearables, phones, or in the course learning management system (LMS). This paper provides an overview and introduction to the system, highlights challenges, and summarizes findings and contributions.

Perspectives/Theoretical Framework. Our stance is that self-regulated learners effectively manage their behavior and learning before, during, and after learning tasks. Learners who are self-regulated are metacognitively and motivationally aware, employ effective learning strategies, and monitor learning processes and outcomes. SRL is essential for academic success (Broadbent & Poon, 2015; Zimmerman & Schunk, 2011). Unfortunately, however, many students lack effective self-regulation (Broadbent & Fuller-Tyszkiewicz, 2018; Ning & Downing, 2015). Fortunately, SRL can be learned and supported through instruction (Donker et al., 2014; Kramarski & Mizrachi, 2006; Wolters & Hoops, 2015). Our project focuses on how instructors in postsecondary classrooms can best support students’ SRL.
We identify five common constructs across models of SRL: Metacognition, or learners’ knowledge and regulation of their own thinking, learning, and studying (e.g., Schraw & Dennison, 1994); Cognitive Strategy Use or activities students do to assure they are learning (e.g., Dinsmore, et al., 2020); Motivation Variables including constructs such as self-efficacy (e.g., Zimmerman & Moylan, 2009), emotion regulation (e.g., Ben-Eliyahu & Linnenbrink-Garcia, 2012), task engagement (e.g., Williford et al., 2013), and self-determination (e.g., Deci & Ryan, 2012); Content Knowledge within a disciplinary domain, and Resource Management.
These categories are foundational to the StSRL framework. Instructors can develop different prompt types (multiple choice, short answer, slider, yes/no, acknowledgement) across SRL domains (metacognition, strategy use, motivation, content, management), schedule and send the prompt through the PSUNudge app, and monitor students’ responses through the teacher dashboard located in the course LMS.

Methods and Data Sources. Participants in our studies include instructors and university students in courses across content domains. Dozens of instructors have been trained in the StSRL framework and more than 5,000 students have participated. Numerous forms of data are collected by the system. See Table 1 for a summary of project data sources.

Results. We have started to disseminate some project findings. Among findings, students’ reports about the system are positive. Findings also validate that system use is related to course performance after controlling for prior knowledge, self-efficacy, and strategy use at pretest. Response latency varies across prompt type and domain but predicts course performance. Users demonstrate significant gains in reported self-efficacy and metacognition.

Significance. This project demonstrates that faculty can impact students’ SRL outside of class time through prompts and that these efforts benefit academic performance and SRL outcomes. The StSRL framework provides a model to guide the development of prompts and could generalize to P-12 and other educational settings.

Authors

• Rayne A. Sperling, Pennsylvania State University
  Presenting Author

• Joseph C. Tise, Institute for Advancing Computing Education
  Non-Presenting Author

• Ying Wang, FHI 360
  Non-Presenting Author

• Jennelle L Malcos, Pennsylvania State University
  Non-Presenting Author

• Taylor Marie Young, Pennsylvania State University
  Non-Presenting Author

• Joseph Brandenburg, Pennsylvania State University
  Non-Presenting Author