The Effects of Adolescent Self-Regulated Learning on Engagement in a College Access Program: An Exploratory Study

Autor/inn/en	Ellis, James M.; Helaire, Lumas J.
Titel	The Effects of Adolescent Self-Regulated Learning on Engagement in a College Access Program: An Exploratory Study
Quelle	In: AERA Open, 4 (2018) 1, (17 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2332-8584
DOI	10.1177/2332858418756051
Schlagwörter	College Readiness; Adolescents; Student Attitudes; Self Control; Intention; Access to Education; Correlation; Beliefs; Program Effectiveness; Middle School Students; High School Students; Urban Schools; Grade 8; Grade 9; Self Efficacy; Student Behavior; Student Responsibility + Suchen Sie Ihr Suchwort? Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Schülerverhalten; Selbstbeherrschung; Education; Access; Bildung; Zugang; Bildungszugang; Korrelation; Belief; Glaube; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; School year 08; 8. Schuljahr; Schuljahr 08; School year 09; 9. Schuljahr; Schuljahr 09; Self-efficacy; Selbstwirksamkeit; Student behaviour
Abstract	College access programs (CAPs) aim to promote college readiness for adolescents, particularly those who may be the first in their family to go to college. Self-regulated learning is a critical component of college readiness. There is limited information about how self-regulated learning beliefs or intentions influence adolescent engagement in CAPs. Using the theory of planned behavior as a guiding framework, the purpose of this study was to examine direct and indirect effects of adolescent self-regulated learning beliefs (i.e., attitudes, norms, and perceived behavioral control) and intentions on participation in activities offered by a regional, federally funded CAP program (Gaining Early Awareness and Readiness for Undergraduate Programs; GEAR UP). Structural equation modeling was the analytic technique. We found positive relationships between self-regulated learning beliefs (perceived behavioral control), intentions, and GEAR UP participation. Implications and directions for future research on self-regulated learning within the context of CAP initiatives are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01