The Impact of Self-Regulation Strategies on Motivation and Completion of Reading Homework
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2015-05
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Abstract
The purpose of this study was to examine the effects of teaching and using self-regulation strategies on fourth graders’ motivation and reading homework completion. Several instruments were used in this study, including a Self-Monitoring Sheet for Reading Homework (SMS), an Academic Self-Regulation Questionnaire (SRQ-A) and the Self Regulated Learning Interview Sheet to determine motivation levels and assess completion of and performance on daily homework assignments. This study used a quasi-experimental design. SRQ-A and the other criteria were compared after a five week intervention in which the treatment group learned and uses self-regulatory strategies and reflected on their homework completion and performance. Gains in reading homework achievement and confidence levels were significant. Given these findings, future research might focus on how self-regulated learning strategies can be used most effectively across subject areas and developmental stages.