Zepeda, Cristina
(2018)
Self-regulated learning in a college course: Examining student metacognitive study strategies, grit, self-efficacy, and performance.
Doctoral Dissertation, University of Pittsburgh.
(Unpublished)
This is the latest version of this item.
Abstract
A goal of cognitive and educational psychology is to understand how people learn. Much progress has been made in separately identifying the motivations and learning strategies that impact student learning. However, it is unclear how these motivations and strategies relate with each other over time. The goal of this dissertation was to integrate and expand upon these separate lines of prior work in an educational context, the college classroom. In the first part of this dissertation, I examined the types of study strategies students reported prior to three separate exams and their subsequent exam performance. Students spontaneously reported using a variety of study strategies. Only a subset of those strategies was related to exam performance and those relations differed across the exams. In the second part, I examined the relation of these study strategies within a self-regulated learning framework. Specifically, I investigated the relations amongst students’ grit, study strategies, exam performances, and self-efficacy for the course. Student’s initial grit was positively related to using more constructive strategies, self-efficacy for the course, and exam performance. However, the relation between grit and exam performance was mediated by more proximal factors such as constructive strategy use. This finding suggests that although grit is associated with beneficial learning outcomes, it is mediated by other more proximal factors. In the third part, I evaluated whether these relations held true when a students’ ethnic background (minority vs. majority) was entered as a moderator. There was a trend in which some of the relations between grit and performance were not present for students from underrepresented ethnic backgrounds. Taken together, this work suggests that a student does not have to be gritty to be self-regulated as the use of constructive strategies and self-efficacy beliefs can assist students in obtaining those outcomes, especially for students from underrepresented ethnic backgrounds.
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Details
| Item Type: |
University of Pittsburgh ETD
|
| Status: |
Unpublished |
| Creators/Authors: |
|
| ETD Committee: |
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| Date: |
26 September 2018 |
| Date Type: |
Publication |
| Defense Date: |
26 April 2018 |
| Approval Date: |
26 September 2018 |
| Submission Date: |
9 July 2018 |
| Access Restriction: |
2 year -- Restrict access to University of Pittsburgh for a period of 2 years. |
| Number of Pages: |
169 |
| Institution: |
University of Pittsburgh |
| Schools and Programs: |
Dietrich School of Arts and Sciences > Psychology |
| Degree: |
PhD - Doctor of Philosophy |
| Thesis Type: |
Doctoral Dissertation |
| Refereed: |
Yes |
| Uncontrolled Keywords: |
Metacognition, motivation, self-regulated learning, study strategies |
| Date Deposited: |
26 Sep 2018 23:25 |
| Last Modified: |
26 Sep 2020 05:15 |
| URI: |
http://d-scholarship.pitt.edu/id/eprint/35017 |
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Self-regulated learning in a college course: Examining student metacognitive study strategies, grit, self-efficacy, and performance. (deposited 26 Sep 2018 23:25)
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