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)建议研究自主学习培训和发展对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构建干预措施，并进行一个分三个阶段的研究项目。第一阶段将进行一项试点研究，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，以找出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主学习培训系统。第三阶段是一项实验研究，旨在调查自我调节学习训练对学生成绩的影响。目前，关于历史上的黑人学院和大学(HBCU)的STEM学生在多大程度上使用自我调节的学习策略或培养这样做的技能和能力的情况，人们知之甚少。拟议的项目将提供知识，以便在HBCU的背景下更好地了解这一现象，对STEM中的少数族裔学生产生更广泛的影响。这项研究的基本目的是确定改善自我调节学习是否会提高NCCU STEM的学习成绩。本研究采用准实验设计来回答三个研究问题：(1)NCCU STEM学生目前使用的学习策略是什么？动机学习策略问卷将用于收集特定课程/学科层面的学生动机和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？第一个问题的答案是回答第二个研究问题时收集的数据将被用来分析自我调节学习的PINTRICH模型。研究人员将使用相关文献的综合结果来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)自我调节学习训练是否提高了学生对自我调节策略的有效使用，并改变了学业成绩？研究人员将使用问卷对自我调节学习策略的特质导向测量进行事前比较。治疗组将通过在他们的智能手机上接收SurveySignal®的消息来完成对他们在研究期间的学习行为的调查。这项研究将产生数据驱动的信息，以创建基于文献的干预模型，该模型专门针对自我调节和动机对学生表现的影响。