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The Relationship Between Explicit In...

Scott, Laura A.

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The Relationship Between Explicit Instruction in Metacognitive Learning Strategies and the Self-Efficacy of Level I Latin and Spanish Students.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The Relationship Between Explicit Instruction in Metacognitive Learning Strategies and the Self-Efficacy of Level I Latin and Spanish Students./
Author:	Scott, Laura A.
Description:	117 p.
Notes:	Source: Dissertation Abstracts International, Volume: 75-03(E), Section: A.
Contained By:	Dissertation Abstracts International75-03A(E).
Subject:	Secondary education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3602970
ISBN:	9781303566745

The Relationship Between Explicit Instruction in Metacognitive Learning Strategies and the Self-Efficacy of Level I Latin and Spanish Students.
Scott, Laura A.

The Relationship Between Explicit Instruction in Metacognitive Learning Strategies and the Self-Efficacy of Level I Latin and Spanish Students. - 117 p.

Source: Dissertation Abstracts International, Volume: 75-03(E), Section: A.

Thesis (Ed.D.)--Walden University, 2013.

This item must not be sold to any third party vendors.

All educators at a high school in Northeastern Georgia have been asked to raise student achievement by identifying and addressing students' needs through research-based practices. The foreign language department's response to this mandate was grounded in Bandura's social cognitive theory, which holds that students' increased self-efficacy is a precursor to improved student achievement and that the role of metacognition is instrumental in the development of self-regulated learners. This nonexperimental, quantitative research study asked whether the presence of explicit instruction in metacognitive learning strategies in Level I Latin and Spanish classes at the school in focus impacted students' self-efficacy with respect to self-regulated learning or learning target language vocabulary. Pre- and post-test measures of students' self-efficacy were collected from a convenience sample of 176 high school students comprising 6 Level I classes in a nonequivalent control group design. Descriptive statistics were gathered, and an ANCOVA was conducted for each research question to determine if a significant difference existed between students in the control and treatment groups. Neither ANCOVA produced a significant result, suggesting no effect of the treatment. The study's use of a convenience sample and the presence of numerous confounding variables in the natural setting are identified limitations. This study contributes to an identified gap in the literature with its documentation and analysis of practitioner-conducted research in the natural setting, and it identifies the crucial need for inclusion of demographic data. In an effort to motivate students toward higher academic achievement, teachers may adjust their program for building students' self-efficacy, its implementation, or how they choose to collect and analyze their data based on the results of this ex post facto study.

ISBN: 9781303566745Subjects--Topical Terms:

2122779
Secondary education.

The Relationship Between Explicit Instruction in Metacognitive Learning Strategies and the Self-Efficacy of Level I Latin and Spanish Students.
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100 1 $a Scott, Laura A. $3 3176954
245 1 4 $a The Relationship Between Explicit Instruction in Metacognitive Learning Strategies and the Self-Efficacy of Level I Latin and Spanish Students.
300 $a 117 p.
500 $a Source: Dissertation Abstracts International, Volume: 75-03(E), Section: A.
500 $a Adviser: Lorraine Miller-Nara.
502 $a Thesis (Ed.D.)--Walden University, 2013.
506 $a This item must not be sold to any third party vendors.
520 $a All educators at a high school in Northeastern Georgia have been asked to raise student achievement by identifying and addressing students' needs through research-based practices. The foreign language department's response to this mandate was grounded in Bandura's social cognitive theory, which holds that students' increased self-efficacy is a precursor to improved student achievement and that the role of metacognition is instrumental in the development of self-regulated learners. This nonexperimental, quantitative research study asked whether the presence of explicit instruction in metacognitive learning strategies in Level I Latin and Spanish classes at the school in focus impacted students' self-efficacy with respect to self-regulated learning or learning target language vocabulary. Pre- and post-test measures of students' self-efficacy were collected from a convenience sample of 176 high school students comprising 6 Level I classes in a nonequivalent control group design. Descriptive statistics were gathered, and an ANCOVA was conducted for each research question to determine if a significant difference existed between students in the control and treatment groups. Neither ANCOVA produced a significant result, suggesting no effect of the treatment. The study's use of a convenience sample and the presence of numerous confounding variables in the natural setting are identified limitations. This study contributes to an identified gap in the literature with its documentation and analysis of practitioner-conducted research in the natural setting, and it identifies the crucial need for inclusion of demographic data. In an effort to motivate students toward higher academic achievement, teachers may adjust their program for building students' self-efficacy, its implementation, or how they choose to collect and analyze their data based on the results of this ex post facto study.
590 $a School code: 0543.
650 4 $a Secondary education. $3 2122779
650 4 $a Foreign language education. $3 3172512
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773 0 $t Dissertation Abstracts International $g 75-03A(E).
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