The Impact of Self-Regulation Strategies on Motivation and Completion of Reading Homework

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dc.contributor.authorStanton, Jennifer
dc.date.accessioned2015-11-04T17:37:28Z
dc.date.available2015-11-04T17:37:28Z
dc.date.issued2015-05
dc.description.abstractThe 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.en_US
dc.format.extent53 p.
dc.genreaction research papers
dc.identifierdoi:10.13016/M29Q5K
dc.identifier.urihttp://hdl.handle.net/11603/1649
dc.language.isoen_USen_US
dc.relationMaster of Education
dc.relation.isAvailableAtGoucher College, Baltimore, MD
dc.rightsCollection may be protected under Title 17 of the U.S. Copyright Law. To obtain information or permission to publish or reproduce, please contact the Goucher Special Collections & Archives at 410-337-6347 or email archives@goucher.edu.
dc.subject.lcshEducation -- Research papers (Graduate)
dc.subject.lcshMotivation in education -- Research
dc.subject.lcshMotivation (Psychology) in children -- Research
dc.subject.lcshReading (Elementary) -- Research
dc.titleThe Impact of Self-Regulation Strategies on Motivation and Completion of Reading Homeworken_US
dc.typeTexten_US

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