Broadening Participation Research Project: Effect of Self-Regulated Learning Development on Student Success in STEM

扩大参与研究项目：自我调节学习发展对学生 STEM 成功的影响

• 批准号: 1436381
• 负责人: Caesar Jackson
• 金额: $ 35万
• 依托单位: North Carolina Central University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2014
• 资助国家: 美国
• 起止时间: 2014-09-01 至 2018-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1436381&HistoricalAwards=false
• 关键词: Broadening; Participation; Research; Project; Effect

North Carolina Central University (NCCU) proposes to examine the effect of self-regulated learning training and development on student success in STEM. The researchers propose to structure an intervention around units of a physics, chemistry, and calculus course and conduct a three-phase research project. Phase I will entail a pilot study to determine what learning strategies the STEM students currently use and a detailed analysis of the pilot data to identify gaps in effective self-regulated learning development. In Phase II, the researchers will develop and adapt a self-regulated learning training system for the students. Phase III will be an experimental study to investigate the effect of self-regulated learning training on student outcomes. Currently, little is known about the extent to which STEM students at Historically Black Colleges and Universities (HBCUs) use self-regulated learning strategies or develop the skills and competencies to do so. The proposed project will contribute knowledge to gain a better understanding of that phenomenon in the context of HBCUs with broader implications for minority students in STEM generally. The fundamental aim of the research is to determine if improving self-regulated learning results in improved academic achievement in STEM at NCCU. A quasi-experimental design will be used to answer three research questions: (1) What learning strategies are NCCU STEM students currently using? The Motivated Strategies for Learning Questionnaire will be used to collect student motivation and self-regulated learning strategy data at the course/subject-specific level. (2) What gaps in effective self-regulated learning development exist for NCCU STEM students? The Pintrich model of self-regulated learning will be used to analyze the data collected in response to the first question to answer the second research question. Researchers will use the results of a synthesis of relevant literature to determine the best methodology and instructional strategies for conducting the self-regulated training - inside or outside the regular classroom. (3) Does self-regulated learning training enhance NCCU students' effective use of self-regulated strategies and change academic performance outcomes? Researchers will conduct a pre-post comparison of trait-oriented measures of self-regulated learning strategies using a questionnaire. The treatment group will complete surveys about their learning behavior during the study by receiving messages on their smartphones from SurveySignal®. This research will produce data-driven information to create intervention models based on literature specific to the effects of self-regulation and motivation on student performance.

北卡罗来纳中央大学 (NCCU) 提议研究自我调节学习培训和发展对学生在 STEM 中取得成功的影响。研究人员建议围绕物理、化学和微积分课程单元构建干预措施，并进行三个阶段。第一阶段将进行试点研究，以确定 STEM 学生目前使用的学习策略，并对试点数据进行详细分析，以确定有效的自我调节学习发展方面的差距。学生自主学习训练体系第三期。将是一项实验性研究，旨在调查自我调节学习训练对学生成绩的影响。目前，人们对传统黑人学院和大学 (HBCU) 的 STEM 学生使用自我调节学习策略或发展技能的程度知之甚少。拟议的项目将有助于更好地理解 HBCU 背景下的这一现象，并对 STEM 中的少数族裔学生产生更广泛的影响。该研究的根本目的是确定是否可以改善自我调节学习。提高学业成绩NCCU STEM 课程将采用准实验设计来回答三个研究问题：（1）NCCU STEM 学生目前使用哪些学习策略？学习动机问卷将用于收集学生的动机和自我调节学习。 (2) NCCU STEM 学生在有效的自我调节学习发展方面存在哪些差距？研究人员将利用综合相关文献的结果来回答第二个研究问题，以确定在常规课堂内外进行自我调节培训的最佳方法和教学策略（3）是否进行自我调节。研究人员将使用问卷调查对自我调节学习策略的特质导向措施进行事前比较。通过在智能手机上接收来自以下人员的消息来学习研究期间的行为SurveySignal®。这项研究将产生数据驱动的信息，以根据针对自我调节和动机对学生表现的影响的文献创建干预模型。