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Parents' Roles in Adolescent Self-Regulated Learning: A Mixed Methods Study.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Parents' Roles in Adolescent Self-Regulated Learning: A Mixed Methods Study./
作者:	Hammons, Leigh Nicole.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
面頁冊數:	206 p.
附註:	Source: Dissertations Abstracts International, Volume: 79-09, Section: A.
Contained By:	Dissertations Abstracts International79-09A.
標題:	Educational sociology. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10760376
ISBN:	9780355662047

Parents' Roles in Adolescent Self-Regulated Learning: A Mixed Methods Study.
Hammons, Leigh Nicole.

Parents' Roles in Adolescent Self-Regulated Learning: A Mixed Methods Study. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 206 p.

Source: Dissertations Abstracts International, Volume: 79-09, Section: A.

Thesis (Ph.D.)--University of Cincinnati, 2017.

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

This study looked beyond the self in self-regulated learning (SRL), recognizing that others (e.g., parents) play a role in adolescents' developing SRL. A sequential explanatory mixed methods design was used to explore the role parents play in seventh and eighth grade adolescents' acquisition of six SRL strategies (rehearsal, organization, elaboration, planning, monitoring, and regulating). For the first, quantitative phase, 46 parent/adolescent pairs were surveyed. The highest mean from both parents and adolescents was for the cognitive strategy of rehearsal, while the lowest mean from both parents and adolescents was for the metacognitive strategy of planning. Cohen's kappa was used to determine similarity between parent/adolescent pairs' survey data, thereby determining the participants for the second, qualitative phase. Individual, qualitative interviews were held with six parent/adolescent pairs, exploring parents' and adolescents' perceptions of parents' expectations, how SRL strategies were used, how adolescents learned the strategies, parent involvement in homework and studying, parents' self efficacy in their ability to support their children's learning, adolescents' strengths and struggles, and how SRL has changed for adolescents from previous years. Finally, integrated mixed methods results connected quantitative and qualitative results and provided detailed and nuanced descriptions of SRL strategies and parental behaviors aimed at inducing those strategies. Methodological, theoretical, and practical implications are also discussed. Findings from the current study, based on parents' and adolescents' personal narratives, offer detailed insight into adolescents' SRL strategies, as well as parent involvement practices that are accessible to parents from diverse demographics. Parents, teachers, and other education stakeholders can share these findings in an effort to improve adolescents' SRL through active engagement by parents.

ISBN: 9780355662047Subjects--Topical Terms:

519608
Educational sociology.
Subjects--Index Terms:

Adolescents

Parents' Roles in Adolescent Self-Regulated Learning: A Mixed Methods Study.
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520 $a This study looked beyond the self in self-regulated learning (SRL), recognizing that others (e.g., parents) play a role in adolescents' developing SRL. A sequential explanatory mixed methods design was used to explore the role parents play in seventh and eighth grade adolescents' acquisition of six SRL strategies (rehearsal, organization, elaboration, planning, monitoring, and regulating). For the first, quantitative phase, 46 parent/adolescent pairs were surveyed. The highest mean from both parents and adolescents was for the cognitive strategy of rehearsal, while the lowest mean from both parents and adolescents was for the metacognitive strategy of planning. Cohen's kappa was used to determine similarity between parent/adolescent pairs' survey data, thereby determining the participants for the second, qualitative phase. Individual, qualitative interviews were held with six parent/adolescent pairs, exploring parents' and adolescents' perceptions of parents' expectations, how SRL strategies were used, how adolescents learned the strategies, parent involvement in homework and studying, parents' self efficacy in their ability to support their children's learning, adolescents' strengths and struggles, and how SRL has changed for adolescents from previous years. Finally, integrated mixed methods results connected quantitative and qualitative results and provided detailed and nuanced descriptions of SRL strategies and parental behaviors aimed at inducing those strategies. Methodological, theoretical, and practical implications are also discussed. Findings from the current study, based on parents' and adolescents' personal narratives, offer detailed insight into adolescents' SRL strategies, as well as parent involvement practices that are accessible to parents from diverse demographics. Parents, teachers, and other education stakeholders can share these findings in an effort to improve adolescents' SRL through active engagement by parents.
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