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A multivariate analysis of the relat...

Bailer, Douglas L.

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A multivariate analysis of the relationship between age, self-regulated learning, and academic performance among community college developmental education students.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	A multivariate analysis of the relationship between age, self-regulated learning, and academic performance among community college developmental education students./
Author:	Bailer, Douglas L.
Description:	311 p.
Notes:	Chair: Leslie Henrickson.
Contained By:	Dissertation Abstracts International66-12A.
Subject:	Education, Community College. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3201703
ISBN:	9780542468582

A multivariate analysis of the relationship between age, self-regulated learning, and academic performance among community college developmental education students.
Bailer, Douglas L.

A multivariate analysis of the relationship between age, self-regulated learning, and academic performance among community college developmental education students. - 311 p.

Chair: Leslie Henrickson.

Thesis (Ph.D.)--Touro University International, 2006.

This study incorporated the developmental education theory of Wambach and Brothen (2000) and the human development theories of Piaget and Erikson to derive the research goal: Investigate the relationship between student age, level of self-regulated learning, and student performance in developmental education courses. The research subjects included all developmental education students enrolled in a rural community college for the Fall 2005 term (n = 309). The students were enrolled in one or more developmental courses in three subject areas: mathematics, writing, and reading. The developmental students' level of self-regulated learning was measured through the Motivated Strategies for Learning Questionnaire (Pintrich, Smith, Garcia, & McKeachie, 1991). This self-reporting instrument indicated students' scores in fifteen self-regulation categories. In addition, the students' initial skill level was determined by their placement test (COMPASS) scores. The students were tracked for one term and their retention status and developmental course grades were obtained. Multivariate techniques (including correlation analysis, logistic regression, and full and reduced multiple regression) were employed to determine the existence of relationships between the independent and dependent variables.

ISBN: 9780542468582Subjects--Topical Terms:

1018008
Education, Community College.

A multivariate analysis of the relationship between age, self-regulated learning, and academic performance among community college developmental education students.
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020 $a 9780542468582
035 $a (UMI)AAI3201703
035 $a AAI3201703
040 $a UMI $c UMI
100 1 $a Bailer, Douglas L. $3 1270290
245 1 2 $a A multivariate analysis of the relationship between age, self-regulated learning, and academic performance among community college developmental education students.
300 $a 311 p.
500 $a Chair: Leslie Henrickson.
500 $a Source: Dissertation Abstracts International, Volume: 66-12, Section: A, page: 4276.
502 $a Thesis (Ph.D.)--Touro University International, 2006.
520 $a This study incorporated the developmental education theory of Wambach and Brothen (2000) and the human development theories of Piaget and Erikson to derive the research goal: Investigate the relationship between student age, level of self-regulated learning, and student performance in developmental education courses. The research subjects included all developmental education students enrolled in a rural community college for the Fall 2005 term (n = 309). The students were enrolled in one or more developmental courses in three subject areas: mathematics, writing, and reading. The developmental students' level of self-regulated learning was measured through the Motivated Strategies for Learning Questionnaire (Pintrich, Smith, Garcia, & McKeachie, 1991). This self-reporting instrument indicated students' scores in fifteen self-regulation categories. In addition, the students' initial skill level was determined by their placement test (COMPASS) scores. The students were tracked for one term and their retention status and developmental course grades were obtained. Multivariate techniques (including correlation analysis, logistic regression, and full and reduced multiple regression) were employed to determine the existence of relationships between the independent and dependent variables.
520 $a The study concluded that there was a correlation (ranging from r(309) = .157 to r(309) = .278, alpha < .05) between age and seven of the fifteen self-regulated learning subscales. Reduced multiple regression analysis indicated an association between level of self-regulation and initial skill level in the developmental education courses. Though the adjusted R2 values varied greatly (Mathematics, DeltaR2 = .104; Writing, DeltaR 2 = .070; and Reading, DeltaR2 = .273), the results were statistically significant (alpha < .05) in all cases. Logistic regression revealed no statistically significant relationship using age and level of self-regulation to predict retention status. Reduced multiple regression analysis was successful in establishing the existence of a relationship between self-regulation and student performance in developmental education courses. Again, the adjusted R2 values varied greatly (MTH091, DeltaR2 = .032; MTH098, DeltaR2 = .043; MTH100, DeltaR2 = .193; ENG092, DeltaR2 = .363; ENG093, DeltaR 2 = .111; and RDG082, DeltaR2 = .620). The results were statistically significant (alpha < .05) in all cases. Implications of the research findings to developmental theory and practice are presented.
590 $a School code: 1421.
650 4 $a Education, Community College. $3 1018008
690 $a 0275
710 2 $a Touro University International. $3 1023252
773 0 $t Dissertation Abstracts International $g 66-12A.
790 $a 1421
790 1 0 $a Henrickson, Leslie, $e advisor
791 $a Ph.D.
792 $a 2006
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3201703