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

北卡罗来纳州中央大学（NCCU）建议研究自我调节学习培训和发展对STEM学生成功的影响。 研究人员建议围绕物理，化学和微积分课程的单元进行干预，并进行三阶段的研究项目。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。在第二阶段，研究人员将为学生开发和调整自我调节学习训练系统。第三阶段是一项实验研究，探讨自我调节学习训练对学生成绩的影响。目前，人们对历史上黑人学院和大学（HBCU）的STEM学生在多大程度上使用自我调节的学习策略或发展这样做的技能和能力知之甚少。拟议的项目将贡献知识，以更好地了解HBCUs背景下的这一现象，并对STEM中的少数民族学生产生更广泛的影响。 这项研究的基本目的是确定是否提高自我调节学习的结果在NCCU干提高学术成就。本研究采准实验设计，探讨三个研究问题：（1）目前政大STEM学生使用何种学习策略？本研究将采用“动机学习策略问卷”收集学生在个别课程/科目层面的学习动机及自我调节学习策略数据。(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？ 自我调节学习的Pintrich模型将用于分析在回答第一个问题时收集的数据，以回答第二个研究问题。研究人员将使用相关文献的综合结果来确定进行自我调节训练的最佳方法和教学策略-在常规课堂内外。(3)自我调节学习训练是否能增进政大学生自我调节策略的有效运用，并改变学业成绩？ 研究者将采用问卷调查的方式对自我调节学习策略的特质取向测量进行前后比较。 治疗组将在研究期间通过智能手机接收来自SurveySignal®的消息来完成有关其学习行为的调查。 本研究将产生数据驱动的信息，以创建基于文献的干预模型，具体到自我调节和动机对学生成绩的影响。

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.