The Effects of a Self-Regulated Learning Intervention in a Middle School Personalized Learning Environment

• In Event: MWERA Isadore Newman Dissertation Award Presentations

Abstract

This study investigated how a self-regulated learning intervention, implemented within a personalized learning environment, affected students’ self-regulation, self-efficacy, and academic achievement at a middle school. The personalized learning environment in this study was self-paced units within middle school math classrooms. The study included 12 different classrooms across four different teachers. A quasi-experimental design was used in order to provide a self-regulated learning intervention to the participants by class. This study utilized repeated measures, and the nonindependence of individual responses within participants was accounted for by using mixed effects regression. The mixed effects models determined that the self-regulated intervention did not have an effect on self-regulation or academic outcomes, but did have a significant effect on student self-efficacy. Along with the self-regulated intervention having a significant effect on self-efficacy, there were also significant effects for time and the interaction terms time x treatment and time x treatment x co-taught.

Author

• Daniel Winslow Sheppard, Mayfield City School District