The Influence of Popular Culture Infusion in Self-Regulated Learning Instruction

• In Event: Poster Session 19
  In Poster Session: Cognitive Processes and Self-Regulated Learning

Abstract

This study investigated whether structural variations in self-regulation instruction influenced the use of strategies, interest, and reading achievement in middle-school students. Participants received read-only instruction, a low-interest self-regulated learning (SRL) strategy lesson, or a high-interest SRL lesson about the utility of using SRL strategies. Interest was controlled by the degree of popular culture infused into the strategy lesson. Academic achievement was measured by a reading comprehension test, while strategy use was determined by the Student Perceptions of Classroom Knowledge Scale (Shell & Husman, 2008). Results revealed significant achievement advantages for the read-only group. Interest was greater for the non-reading groups, but negatively related to achievement. The type of SRL lesson did not influence strategy use. Classroom implications are discussed.

Authors

• Terri Lynn Gaffney, University of Central Florida

• Bobby Hoffman, University of Central Florida