Examination of the Impact of Students’ Participation Patterns During a Semester-Long Self-Regulated Learning Intervention

• In Event: Intervening for Impact: Mindsets, Executive Function, and Self-Regulation from Early Childhood to College

Abstract

One challenge of intervention research is that students’ engagement with interventions varies considerably, yet exposure to intervention is often treated uniformly in analyses. This study examined the impact of variance in introductory biology university students’ participation in a semester-long self-regulated learning (SRL) intervention. We targeted whether variance in intervention participation could be meaningfully identified through Latent Class Analyses (LCA). We further examined whether different classes of students demonstrated varied SRL and course outcomes. Findings indicated four stable classes, significant changes through intervention in students’ self-efficacy for science learning across classes, and significant differences among classes in course learning as determined by final grade. Findings suggest implications for future intervention design and implementation as well as directions for future research.

Authors

• Rayne A. Sperling, Pennsylvania State University

• SeongYeup Kim, Pennsylvania State University

• Jennelle L. Malcos, Pennsylvania State University

• Louis Leblond, Pennsylvania State University

• Ying Wang, FHI 360