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

北卡罗莱纳中央大学（NCCU）提议研究自我调节学习训练和发展对学生STEM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，并进行一个三阶段的研究项目。第一阶段将需要进行一项试点研究，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，以确定有效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一个自我调节的学习培训系统。第三阶段将是一项实验研究，探讨自我调节学习训练对学生成绩的影响。目前，人们对传统黑人学院和大学（HBCUs）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知之甚少。拟议的项目将有助于更好地理解HBCUs背景下的这一现象，并对STEM专业的少数族裔学生产生更广泛的影响。本研究的基本目的是确定提高自我调节学习是否能提高中央理工大学STEM学生的学业成绩。拟实验设计将用于回答三个研究问题：(1)NCCU STEM学生目前使用哪些学习策略？学习动机策略调查问卷将用于收集学生在课程/学科层面的动机和自我调节学习策略数据。(2)本校STEM学生在有效自主学习发展方面存在哪些差距？自我调节学习的Pintrich模型将用于分析回答第一个问题收集的数据，以回答第二个研究问题。研究人员将利用综合相关文献的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能提高学生对自我调节策略的有效使用，并改变学习成绩？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前后比较。实验组将通过智能手机接收来自surveyssignal®的信息，完成关于他们在研究期间学习行为的调查。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，具体针对自我调节和动机对学生表现的影响。

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.