Strength of Commitment to Self-Regulated Learning and First-Year College Outcomes

• In Event: AERA Graduate Student Research-in-Progress Roundtable Session 1
  In Roundtable Session: Insights into Motivation in Education Contexts: Leadership Roles, Growth Mindset, and Goal Commitments (Table 8)

Abstract

Setting goals facilitates self-regulated learning (SRL) processes and student's motivation and metacognition. Research in counseling suggests that goal commitment is associated with better behavioral outcomes. This study examines associations between students' strength of goal commitment, SRL, and academic outcomes. Data are essays collected from incoming, traditional and non-traditional college students. Essays prompted students to summarize and reflect on a SRL survey results and feedback, identify strategies for improving SRL, and commit to using them. Essays are coded regarding commitment strength. Outcomes include number of feedback pages viewed, GPA, credits earned, and retention. Regressions will be used to analyze 600 essays. Preliminary results of 90 essays are not statistically significant but trend in a direction suggesting an association between commitment strength and outcomes.

Author

• Elie Chingyen Yu, University at Albany - SUNY