An Analysis of Self-Regulated Learning Strategies, Academic Performance, and Satisfaction among Recent Online High School Graduates

Autor/in	Price, Jenifer Lee
Titel	An Analysis of Self-Regulated Learning Strategies, Academic Performance, and Satisfaction among Recent Online High School Graduates
Quelle	(2017), (98 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Old Dominion University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-3558-0659-5
Schlagwörter	Hochschulschrift; Dissertation; Metacognition; Correlation; High School Graduates; Learning Strategies; Online Courses; Academic Achievement; Statistical Analysis; Distance Education; Mixed Methods Research; Student Surveys; Interviews; Comparative Analysis; Educational Experience; Student Attitudes + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Korrelation; High school; High schools; Graduate; Graduates; Oberschule; Absolvent; Absolventin; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Online course; Online-Kurs; Schulleistung; Statistische Analyse; Distance study; Distance learning; Fernunterricht; Schülerbefragung; Interviewing; Interviewtechnik; Bildungserfahrung; Schülerverhalten
Abstract	Recent studies indicate a positive correlation between academic performance and metacognitive self-regulation (MSR) and effort regulation (ER). This relationship was explored across performance (e.g., higher and lower) and satisfaction (e.g., satisfied and dissatisfied) levels to help identify which self-regulated learning (SRL) skills were most critical for 102 recent graduates of online high schools. A mixed-methods design was employed to determine use of SRL strategies and to better understand participant experiences while learning online. Responses to surveys, open-ended questions, and ten follow-up interviews were compared and contrasted to assess the level of corroboration between quantitative and qualitative data in this study. There were three main findings in this study. First, the relationship between SRL and academic performance was not statistically significant. Second, the ER means were higher in both academic performance groups, but not statistically significant. Third, there was a strong positive and statistically significant relationship between SRL and satisfaction. Future areas of research were suggested and insights were offered to secondary and postsecondary level practitioners. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01