Effects of Coaching on Self-regulated Learning Strategy Use and Grades

The primary purpose of this mixed methods randomized
two group (experimental and control group) study was
to determine if coaching in the use of self-regulated
learning strategies (SRLS) would result in better
grades and increased attitudes toward SRLS.
Twenty-six undergraduate students participated a
45-minute training session on SRLS. The experimental
group received coaching. The control group was not
provided any intervention besides the initial SRLS
training.
The Motivated Strategies for Learning Questionnaire
(MSLQ), and the Self-regulated Learning (SRL)
Attitude Questionnaire were used to measure the
dependent variables. Other dependent variables were
exam grades and final course grades. No statistically
significant differences were found between the groups
on MSLQ and SRL Attitude Questionnaire scores, exam
grades, or final course grades. Qualitative analyses
revealed patterns of behavior. Some students were
primed to make changes in their self-regulation by
motivation to succeed despite the typical student
challenges. Students who made no changes were
affected by external factors.

Autorentext
Author's Name: Kathy Elizabeth Gifford Lemcool Place of Birth/date: Maysville, Kentucky; 2-14-60 Degrees: PhD-Instructional Design, University of South Alabama; MA-Occupational Therapy, Texas Woman's University; BS-Occupational Therapy, Eastern Kentucky University. Awards/Honors: Alpha Theta Chi, Phi Kappa Phi, Alpha Eta.

Klappentext
The primary purpose of this mixed methods randomized two group (experimental and control group) study was to determine if coaching in the use of self-regulated learning strategies (SRLS) would result in better grades and increased attitudes toward SRLS. Twenty-six undergraduate students participated a 45-minute training session on SRLS. The experimental group received coaching. The control group was not provided any intervention besides the initial SRLS training. The Motivated Strategies for Learning Questionnaire (MSLQ), and the Self-regulated Learning (SRL) Attitude Questionnaire were used to measure the dependent variables. Other dependent variables were exam grades and final course grades. No statistically significant differences were found between the groups on MSLQ and SRL Attitude Questionnaire scores, exam grades, or final course grades. Qualitative analyses revealed patterns of behavior. Some students were primed to make changes in their self-regulation by motivation to succeed despite the typical student challenges. Students who made no changes were affected by external factors.