Reconceptualizing High-Impact Tutoring Through Self-Regulated Learning Principles: Enhancing Student Learning, Motivation, and Tutor Commitment

• In Event: AERA Poster Session Wednesday 3:45pm
  In Poster Session: Motivation, Emotion, and Self-Regulation: Connecting Student Learning and Teacher Practice

Abstract

This study examines the effectiveness of the High-Impact Tutoring through Self-Regulated Learning (HIT-SRL) intervention on two outcomes: (a) college student tutors’ development of SRL skills, belief in SRL during lesson planning, and commitment to teaching careers; and (b) elementary and middle school tutees’ growth in SRL skills and motivation for learning. Participants included 70 undergraduate tutors and 138 3rd-8th grade struggling learners. Tutor focus groups were thematically analyzed, and survey data were analyzed using descriptive statistics and pre/post two-tailed paired samples t-test. Triangulated findings supported the effectiveness of HIT-SRL, with significant gains in tutor SRL knowledge and infusion, commitment to teaching, and tutee behavioral engagement and math achievement. Implications will be discussed.

Authors

• Sahar Wahidi, George Mason University

• Anastasia Kitsantas, George Mason University

• Roberto A. Pamas, George Mason University

• Beth A. Hosek, George Mason University

• Haley McKeen, George Mason University

• Christine A Nardelli, George Mason University

• Katelyn Scott, George Mason University