Doctor of Philosophy, The Ohio State University, 2005, Physical Activity and Educational Services

Distance education in formal undergraduate and graduate programs is the fastest growing segment of adult education, and many institutions and instructors are placing learning opportunities on the World Wide Web. Yet many adult learners do not possess the skills required to successfully complete Web-based courses. Although learning at a distance has been in existence for over 100 years, there are very few pedagogical theories on learning at a distance. The purpose of this study was to propose a conceptual model of learning in Web courses and to test this model is a specific setting: a large Midwestern university offering courses taught via the Web. The model suggested that computer technology would mediate learner autonomy, that learner autonomy would effect the required level of course structure, and that there would be a linear relationship between learner autonomy and course structure to explain a significant portion of the variance in satisfaction with perceived learning in the fourteen Web courses included in the study. 240 randomly sampled students were asked to complete the questionnaires. A total of 68 (28%) usable responses were completed online. The Learner Profile questionnaire included a previously developed scale (Motivated Strategies for Learning Questionnaire, Pintrich, Smith, Garcia & McKeachie, 1991), and a modified version of Stein & Wheaton's (2000) Computer Technology Scale. Course structure was assessed by three independent instructional designers using the Course Structure Rubric, developed for this study. Correlation coefficients were utilized to examine the relationships between course structure, learner autonomy, computer technology experience and satisfaction with perceived knowledge gained in a Web-based course. Results partially supported the model, as computer technology experience was found to be related to learner autonomy, and learner autonomy was found to be related to satisfaction with perceived knowledge gained. Satisfaction with pe (open full item for complete abstract)

Committee: David Stein (Advisor) Subjects:

Doctor of Philosophy, The Ohio State University, 2025, Educational Studies

The overarching goal of this project was to understand how social regulatory processes may serve as a mechanism to help adolescents navigate socioemotional challenges and sustain their academic and social engagement within a collaborative learning unit. Grounded within a social cognitive framework, social regulatory processes consisting of students' use of self-regulated learning (SRL) and socially shared regulated learning (SSRL) strategies were examined as mechanisms that may support unit-long temporal patterns of student engagement. This research was further conducted within a summer enrichment program, an understudied context in social regulation and engagement research. Four research questions were utilized to guide the present research concerning 1) temporal patterns of engagement, their associations with 2) socioemotional challenges and 3) social regulation strategies, and 4) whether social regulation strategies moderate the relationship between socioemotional challenges and engagement. Participants included 72 middle school students in a five-week voluntary summer enrichment program. Students were enrolled in a project-based STEM (science, technology, engineering, and math) unit. Following an event-contingent design, students completed a self-report survey after each of the four STEM project benchmarks within the unit. These surveys assessed five key constructs: academic engagement, social engagement, socioemotional challenges, SRL strategies, and SSRL strategies. Results indicated that academic engagement followed a negative linear pattern, slightly decreasing throughout the STEM unit, while social engagement remained relatively stable over time. SRL strategies positively predicted academic engagement both in the growth model and at specific time points, though were not associated with changes in academic engagement over time. Similarly, social engagement was positively predicted by SSRL strategies and marginally predicted by SRL strategies, but neither m (open full item for complete abstract)

Committee: Christopher Wolters (Committee Chair); Tzu-Jung Lin (Committee Member); Jerome D'Agostino (Committee Member); Eric Anderman (Committee Member) Subjects: Education; Educational Psychology

Doctor of Education (Ed.D.), University of Findlay, 2024, Education

This study investigated how a self-regulated learning intervention, implemented within a personalized learning environment, affected students' self-regulation, self-efficacy, and academic achievement at a middle school. The personalized learning environment in this study was two self-paced units within middle school seventh grade math classrooms. The study included 12 difference classrooms across four different teachers. A quasi-experimental design was used in order to provide a self-regulated learning intervention to the participants by class. Dosage of the intervention varied as some classes received the intervention for eight weeks and some classes received the dosage for only the second four weeks. A matching design was used in order to ensure that approximately the same number of students were in each dosage group. Outcome measures for this study were effort regulation (ER), metacognitive self-regulation (MSR), self-efficacy, and IXL Real Time Diagnostic score. The ER, MSR, and self-efficacy scores were from the MSLQ subscales for the respective constructs. Outcome measures were taken at the beginning, in the middle, and at the end of the study. As this study utilized repeated measures, the nonindependence of individual responses within participants was accounted for by using mixed effects linear regression. The mixed effects models determined that the self-regulated intervention did not have an effect on self-regulation or academic outcomes, but did have a significant effect on student self-efficacy. Along with the self-regulated intervention having a significant effect on self-efficacy, there were also significant effects for time, and the interaction terms time x treatment and time x treatment x co-taught.

Committee: Nicole Schilling Ph.D. (Committee Chair); Kyle Wagner Ph.D. (Committee Member); Patrick Ward Ph.D. (Committee Member) Subjects: Education; Educational Psychology; Mathematics Education; Middle School Education

MA, Kent State University, 2022, College of Arts and Sciences / Department of Psychological Sciences

Multiple-choice practice tests are beneficial for learning, and students encounter multiple-choice questions regularly. How do students regulate their use of multiple-choice practice testing? And, how effective is students' use of multiple-choice practice testing? In the current experiments, undergraduate participants practiced German-English word pairs. Students started with an initial study trial for each pair. Then, they had the options to restudy an item, take a practice test, or remove it from further practice. For comparison to students' use of multiple-choice practice questions, we included a second self-regulated group that had access to cued-recall practice questions. Participants chose to complete multiple-choice questions until they correctly answered each item about one time during practice, similar to students' use of cued-recall questions. We also included experimenter-controlled groups in which participants completed practice tests until they reached a higher number of correct answers during practice. As compared to the experimenter-controlled groups, participants who regulated their use of multiple-choice questions scored lower on final tests but also spent less time practicing items. Thus, when considering final test performance in relation to time spent practicing, students' choices to use multiple-choice practice questions to about one correct answer per item was comparatively effective.

Committee: Katherine Rawson (Advisor); John Dunlosky (Advisor); Clarissa Thompson (Committee Member); Jeffrey Ciesla (Committee Member) Subjects: Psychology

PHD, Kent State University, 2022, College of Education, Health and Human Services / School of Foundations, Leadership and Administration

The high-stakes nature of national board exams in podiatric medical education calls for robust studies about student preparation and the strategies that correlate most with academic performance. Curricular and co-curricular programming can boost students' self-regulated learning aptitude and national board exam pass rates. The purpose of this mixed-methods study is to explore self-regulated learning in podiatric medical students in the context of their preparation for the APMLE-Part I exam and participation in a pre-matriculation program. This analysis was achieved using both quantitative techniques and Q methodology. Quantitative data were collected through 30 second-year students who completed a Likert-type survey and a Q sort. Academic performance was measured by the scores on the mock board exam, which simulates and highly correlates with the APMLE-Part I exam outcomes. Pearson's correlation was used to determine which characteristics are associated with academic performance. The Independent Samples t-test was used to determine differences in pre matriculation and non-prematriculation students. Q sort data were analyzed through factor analysis. There were significant positive correlations between exam scores and intrinsic goal orientation, extrinsic goal orientation, control of learning beliefs, and self-efficacy. Significant negative correlations were found between exam scores and the rehearsal and help-seeking subscales. Three factors emerged during the Q sort. Factor one displayed consistency and confidence. Factor two described determined learners who preferred to study alone. Factor three described social learners yet demonstrated test anxiety. The findings identified characteristics of learners that can be used to implement and refine co-curricular programming.

Committee: Mark Kretovics (Committee Co-Chair); Steven Brown (Committee Member); Erica Eckert (Committee Co-Chair) Subjects: Education; Psychology

Doctor of Philosophy, The Ohio State University, 2021, Educational Studies

Online learning is one of the fastest growing trends in education. A practical problem faced by instructional designers and online instructors is how to design an interactive learning activity that benefits content mastery without adding technological barriers. The online discussion forum provides quick solutions because it is usually ready for use in mainstream online learning systems and affords peer interaction and online community building in a flexible manner. This dissertation sets the study site to asynchronous argumentative discussion, a type of online forum activity that minimizes the need of communication immediacy and maximizes the quality of communication. Asynchronous argumentative discussions can foster not only purposeful social interaction among online learners but also higher-order cognitive processing of learning content. Previous studies show promising results that learners engage in more cognitive elaboration and acquire argumentation knowledge when the discussion process is well facilitated. However, challenges exist due to the nature of asynchronous communication, the heavy load on reading and writing, and the declined participation before reaching learning objectives. This study applied self-regulated learning theory to explore the possible benefit of using self-regulatory strategies for asynchronous argumentative discussions. Specifically, the study examines how goals, writing, responding, and reflection strategies may influence students' participation performance from both quantity and quality aspects. The four research questions of the study are: (1) How do students set goals for asynchronous argumentative discussions? (2) Can goals predict students' participation quantity? (3) Can goals predict students' use of self-regulatory strategies (i.e., writing, responding, reflection strategies)? (4) What are the relationships between goals, self-regulatory strategies, and post quality? This study recruited 203 college students as participa (open full item for complete abstract)

Committee: Kui Xie (Advisor); Lynley Anderman (Committee Member); David Stein (Committee Member) Subjects: Educational Psychology; Educational Technology

Doctor of Philosophy, The Ohio State University, 2021, Educational Studies

The importance of a high school diploma continues to increase. Still, certain student at-risk factors have been identified across the research literature that negatively impact likelihood to finish school and may increase prevalence of school dropout. That is, for students identified as at-risk, more maladaptive profiles of risk factors often lead to lower academic performance. However, these risk factors are typically non-adaptive, stable constructs endemic of prior experiences or external family-focused factors often uncontrolled by students; as such, transforming student achievement just by addressing this risk-performance relationship is insufficient. This study targeted this limitation by focusing on virtual learning environments. In online virtual-based learning, several important variables more amenable to change are posited to be important for student success in this study. These include mathematics self-efficacy, technology self-efficacy for online learning, and effective time management planning and monitoring. Combining these adaptive student personal characteristics with risk factors, the purpose of this study was to examine the relationship between student at-risk factors and mathematics achievement in the context of one online charter high school. Further, the study examined how student personal characteristics, which are often amenable to change and intervention, impact the relationship between risk and mathematics achievement. Using multiple linear regression, this study explored how at-risk factors interacted with student personal characteristics to influence mathematics achievement. Thus, the priority was to interpret the statistical mechanisms by which these student personal characteristics influenced the risk to achievement relationship. Results show that student performed at an average level in their Algebra 1 course. Further, students' age, likely coinciding with the grade level they took the courses negatively and significantly predicted cours (open full item for complete abstract)

Committee: Kui Xie (Advisor); Ann O'Connell (Committee Member); Azita Manouchehri (Committee Member) Subjects: Demographics; Education; Educational Psychology; Educational Technology; Mathematics Education; Secondary Education

PHD, Kent State University, 2020, College of Education, Health and Human Services / School of Foundations, Leadership and Administration

Use of learning strategies has been found to be one of the most important predictors of academic achievement, which makes the assessment of learning strategy use crucial. The first purpose of this study was to examine the psychometric properties (i.e., reliability and validity) of the learning strategies domain of the GOALS-S (Dowson & McInerney, 2004) with 8th grade students. The learning strategies domain of the GOALS-S items assess students' use of cognitive and metacognitive learning strategies. This study also examined the relationship between self-efficacy for self-regulated learning, learning strategy use, and math achievement. The data were collected from 399 eight grade students near the end of 2018-2019 academic year. Confirmatory Factor Analysis (CFA) was used to evaluate the psychometrics properties of the GOALS-S. Following the CFA, the relationship between self-efficacy for self-regulated learning, learning strategy use, and math achievement was examined by using Structural Equation Modeling (SEM). The results obtained from this study provided evidence for validity and reliability of the learning strategies domain of the GOALS-S. The data supported the hypothesized six-factor model with minor modifications. The results of the structural model indicated that learning strategy use had a direct impact on mathematics achievement. Also, self-efficacy for self-regulated had direct effect on mathematics achievement, as well as indirect effect on mathematics achievement mediated by learning strategy use. Discussion of the findings, implications for teachers, policy makers, and researchers, and limitations and future directions are presented.

Committee: Jason Schenker (Advisor) Subjects: Educational Evaluation; Educational Psychology

Doctor of Philosophy, The Ohio State University, 2020, Educational Studies

The purpose of this study is to examine the effect of self-regulated learning (SRL) on students' cognitive engagement in an online mastery-based course using both techniques—learning analytics and self-report surveys. The research questions for this study are as follows: 1) How many types of online SRL behavior can occur in a mastery-based online course? 2) How are the two instruments (traces and self-report survey) used to assess SRL associated with each other? 3) How do these two instruments predict two levels of students' cognitive engagement—deep and shallow strategy use? The analyses in this study use secondary datasets, including self-report survey responses and learning management system (LMS) logs of 110 students from eight class sections of a seven-week online mastery-based course on skills for self-regulating and succeeding in online courses at Ohio State University in autumn 2016 and autumn 2017. All participants completed consent forms and demographic surveys in the first week, and then completed self-regulation and deep and shallow strategy-use surveys in the seventh week. Their logs with timestamps from the first week to the seventh week were recorded by trackers developed for the university LMS. The total number of traces (coded LMS logs) was calculated based on the frequency (count) and time (duration) of the LMS logs. Since there were two versions (count and duration) of the trace data calculated from the cleaned LMS logs, the three research questions were answered based on the two versions of the trace data. After trace data were analyzed using Zimmerman's SRL theoretical framework, four types of online SRL behavior emerged: 1) goal-setting, 2) help-seeking, 3) reading for comprehension, and 4) self-evaluation (DiBenedetto & Zimmerman, 2010; Zimmerman, 1989, 1990, 1998, 2000; Zimmerman & Martinez-Pons, 1988). The descriptive statistical results for the first research question demonstrate that, among the four types of SRL behavior, goal-set (open full item for complete abstract)

Committee: Kui Xie PhD (Advisor); Rick Voithofer PhD (Committee Member); Dorinda Gallant PhD (Committee Member) Subjects: Educational Technology

PHD, Kent State University, 2019, College of Arts and Sciences / Department of Psychological Sciences

When people select material for study, they can make their selections based on how well they believe they have learned the material by selecting easier or more difficult material for study. The goal of the present investigation was to determine why people make different study decisions. Specifically, I investigated possible individual differences that may lead people to select easier versus more different material for study. Participants completed a category learning task and a word pair association task. In the category learning task, they practiced classifying bird stimuli into the correct category, then selected a subset of the categories for restudy. In the word pair task, they studied unrelated word pairs, then selected a subset for restudy. Participants also completed individual differences measures such as working memory, need for cognition, and motivation measures. Variables were put into structural regression models to evaluate if differences in the individual difference measures predicted restudy selections. Some variables were slightly predictive of restudy selections, but none were strong predictors. Participants' study strategy reports suggest that they believed their selected strategy would be effective for the task, regardless of whether they tended to select the easier or more difficult material. These results indicate that participants' selection strategies may not differ based on stable characteristics, but rather on different beliefs about what strategies are effective given the task.

Committee: John Dunlosky PhD (Advisor); Katherine Rawson PhD (Committee Member); Jeffery Ciesla PhD (Committee Member); Bradley Morris PhD (Committee Member); Derek van Ittersum PhD (Committee Member) Subjects: Cognitive Psychology; Educational Psychology; Experimental Psychology

MA, Kent State University, 2017, College of Arts and Sciences / Department of Psychological Sciences

Do people effectively regulate their learning of categories? In the current experiment, this question was investigated by adapting methods from Kornell and Metcalfe (2006). Two hundred and fifty-seven undergraduate students first practiced categorizing members of six artificial categories (called Fribbles). After practice, they made category learning judgments: For each category, they rated (on a scale from 0%-100%) the likelihood that they would correctly categorize new exemplars. Next, they selected half of the categories for restudy. Their selections were either honored (they restudied the selected categories) or dishonored (they restudied the unselected categories). Final test performance was greater when selections were honored, mean = .83 (SEM = .02), than dishonored, M = .73 (.02). Participants also differed in how they used category learning judgments to select categories for restudy. Many participants selected the categories they had given lower judgments (judged as less-well-learned), but some selected the categories they had given higher judgments (judged as more-well-learned). Participants who selected the less-well-learned categories performed better on the final test when their selections were honored, M =.93 (.02), than dishonored, M = .74 (.02), but those who selected the more-well-learned categories performed better when their selections were dishonored, M = .77 (.04), than honored, M = .61 (.05). These findings suggest (1) that most people effectively regulate their learning of categories, and (2) that studying less-well-learned categories is a better strategy than studying more-well-learned categories.

Committee: John Dunlosky PhD (Advisor); Clarissa Thompson PhD (Committee Member); Christopher Was PhD (Committee Member); Christopher Flessner PhD (Committee Member) Subjects: Cognitive Psychology; Psychology

Doctor of Philosophy, The Ohio State University, 2016, EDU Policy and Leadership

Mobile technology and online engagement have rapidly increased in access and use and have become embedded aspects of students' daily lives (personal, social, and academic) due to ubiquity and capability for personalized online interactions; and may have a positive or negative effect on students' use across formal and informal learning environments and students' overall academic success. The purpose of this study was to examine and explore the frequency of students' use of mobile technology for academic and non-academic purposes as well as frequency of students' online engagement in non-academic activities across formal and informal learning environments (e.g. while in class, while studying, and during personal leisure time) and their overall relationship to students' self-regulation & metacognitive tendencies and academic achievement/success. In addressing this purpose five groups of research question were developed. To inform my investigation of post-secondary students' mobile technology use, I developed a conceptual framework that connects three fields of study: (a) Educational technology, (b) Educational psychology, and (c) Student engagement in higher education. The conceptual framework was informed by Bandura's (1986) social cognitive theory and triadic reciprocal causality model which was developed focusing on personal, behavioral, and environmental factors that constantly interact and influence one another. This study is among the first to explore connections between these various areas and factors in regards to students' mobile technology use and online engagement across formal and informal learning environments. Participants consisted of 604 students from a large Midwestern university. I developed the Student Mobile Technology Experience (SMTE) Survey. Survey data were analyzed using descriptive statistics, correlation analysis, one-, two-, and three-way ANOVAs, and various factorial repeated measures ANOVAs (p < 0.05). Significant correlation (open full item for complete abstract)

Committee: Anika Anthony (Advisor); Richard Voithofer (Committee Member); Kui Kui (Committee Member) Subjects: Education; Education Policy; Educational Leadership; Educational Psychology; Educational Technology; Higher Education; Higher Education Administration; Information Technology; Instructional Design

Doctor of Philosophy, The Ohio State University, 2015, EDU Policy and Leadership

Flipped classroom, a newly emerged instructional model, has attracted increasing attention in all grade levels, particularly at the higher education level in recent years. With a growth trend of implementing the flipped classroom in STEM introductory courses in large public colleges and universities, researchers and instructors desire to know “Does the flipped classroom work?” A synthesized review of literature revealed inconsistent findings regarding this question and suggested further research in the direction of examining “How can we make the flipped classroom work?” This study adopted Winne and Hadwin's self-regulated learning theory as the theoretical framework and aims to examine how students succeed in a flipped class. Specifically, the purpose of this study is twofold: (a) first, to conceptualize a self-regulated learning model to explain the relationships of three key self-regulatory constructs (i.e. prior domain knowledge, self-efficacy, and the use of learning strategies) with math achievement in the context of the flipped math class; and (b) second, to investigate the relationships among these three constructs and academic achievement in both pre-class Internet-based and in-class collaborative learning environments of the flipped math class. In the spring of 2015, a total of 151 undergraduate students who enrolled in Introductory to Calculus I and II flipped courses in a large Midwest public university participated in this study through taking two online surveys during the semester. Using Structural Equation Modeling (SEM) as the primary method, this study analyzed the relationships among self-regulatory constructs and achievement in the flipped math class. The study found that all domain-specific self-efficacy had a positive effect on math achievement, especially math self-efficacy. Additionally, the study found that prior math knowledge had a positive indirect effect on math achievement through the mediating effect of math self-efficacy. Moreover, t (open full item for complete abstract)

Committee: Kui Xie (Advisor) Subjects: Educational Technology; Mathematics Education

BA, Kent State University, 2012, College of Arts and Sciences / Department of Psychological Sciences

The present study examined students' improvements across trials, and attempted to explain why these improvements occurred. Participants studied simple words paired with values which indicated how much that word was worth if correctly recalled. Their goals were to maximize their scores. The contributions of regulation of encoding, retrieval, study time and output order were evaluated. Improvements were found to come from increased recall over time, rather than from differential attention to the higher valued items. Efficiency and learning to learn also played roles in participant's improvements across trials.

Committee: John Dunlosky Dr. (Advisor); David Riccio Dr. (Committee Member); Sara Newman Dr. (Committee Member); Christopher Waas Dr. (Committee Member) Subjects: Psychology

PHD, Kent State University, 2024, College of Arts and Sciences / Department of Psychological Sciences

Both multiple-choice (MC) and cued-recall (CR) practice questions are beneficial for learning, but how do students choose to use each format of practice question? Will students' learning choices indicate they believe each format has non-redundant utility? Across three experiments, I proposed and evaluated two hypotheses regarding how students might regulate their use of MC and CR practice questions when they have access to both formats for the same material. Briefly, students might think the two formats are redundant, think the two formats are non-redundant in that both are uniquely beneficial, or think the two formats are non-redundant but that one is better than the other. To assess support for these hypotheses, some student participants had access to both MC and CR optional practice questions and could complete either or both formats as many times as they wanted. I found support for the non-redundant utility hypothesis. Specifically, most participants preferred completing MC questions and used only this format until they got each question correct about one time. However, about one-third of participants used both MC and CR questions for most material, and continued practice until they got each question correct more than one time with each format. In Experiment 3, I found that participants' learning plans indicated they entered the learning task with pre-existing beliefs about the differences in utility of each format of practice question. Thus, participants' learning choices and learning plans indicated that participants believe multiple-choice and cued-recall practice questions have unique utility and provided support for the non-redundant utility hypothesis.

Committee: Katherine Rawson (Committee Chair); Clarissa Thompson (Committee Co-Chair); John Dunlosky (Committee Member); Jeffrey Ciesla (Committee Member); Bradley Morris (Committee Member) Subjects: Psychology

Doctor of Philosophy, The Ohio State University, 2023, Educational Studies

For many years, systemic academic achievement gaps between first-generation college students (FGS; e.g., students whose parents/guardians do not have four-year college degrees) and continuing-generation college students (CGS; e.g., students with at least one parent/guardian who has a college degree) have been documented. However, this literature does not consider the matriculation pathways of FGS in higher education. This is important, as many FGS begin their college careers in community college prior to transferring into four-year universities. The studies examining the educational psychology and academic performance of FGS only focus on FGS who matriculate into four-year universities as first-year students. Thus, it is necessary to examine how community college matriculation and transfer relates to the beliefs, perceptions, behaviors, and academic achievement of FGS in four-year universities. Researchers suggest that FGS, who often come from lower- and working-class backgrounds, tend to espouse collectivistic motives for attending college. These reasons can include wanting to make their families proud, honor their family names, and/or give back to their communities. This is in contrast to CGS, who tend to espouse more individualistic motives for attending college including identity exploration, personal enjoyment, and personal financial gain. According to cultural mismatch theory, the prevailing cultural value systems at four-year universities align more with the beliefs of CGS than FGS, which results in psychological and academic issues for FGS. However, there is preliminary evidence that community colleges offer a better fitting cultural environment for FGS, with the implication being that FGS who matriculate into community colleges prior to four-year universities may be buffered against the negative outcomes of cultural mismatch often documented in the literature. This prospect is, as yet, untested. To address this gap in the literature, I examined the (open full item for complete abstract)

Committee: Shirley Yu (Advisor); Eric Anderman (Committee Member); Christopher Wolters (Committee Member); Minjung Kim (Committee Member) Subjects: Educational Psychology

Doctor of Philosophy, The Ohio State University, 2022, Educational Studies

This study sought to examine the effectiveness of math problem solving interventions with self-regulated learning (SRL) components on the math problem-solving performance of middle school students with disabilities. A meta-analysis was conducted of all single-case design studies meeting inclusion/exclusion criteria between 2000-2021, resulting in a sample size of 22 studies. Inclusion criteria involved the following: a mathematic problem-solving intervention, math problem-solving performance on real-world word problems as a dependent measure, students in grades 6th-8th or aged 11-14, disability qualification information for participating students, and an observable component of SRL. Independent raters provided secondary coding for all aspects of the initial systematic search and for other components of data analysis. Disabilities represented included intellectual disabilities, learning disabilities, Autism, ADHD/Other Health Impairment, and an auditory processing disorder. Studies took place in a variety of settings both geographically and within school buildings. Interventions involved six general categories of approaches including schema-based instruction, modified schema-based instruction, concrete-representation-abstract method variations, diagram variations, general cognitive strategy instructions, and technology-based approaches. All studies included use of a cognitive or metacognitive strategy that related to self-regulated learning. The results of this study reported an overall large effect size (Tau-U = 0.93) for math problem-solving interventions with self-regulated learning components on math problem-solving performance for middle school students with disabilities. These results were supported through a variety of sensitivity checks. The moderator analysis did not reveal any significant differences across disability category, interventionist, group setting, intervention type, or problem type. The risk of bias assessment determined that few overall (open full item for complete abstract)

Committee: Laurice Joseph (Advisor); Moira Konrad (Committee Member); Scott Graves (Committee Member) Subjects: Education; Mathematics Education; Middle School Education

Doctor of Philosophy, The Ohio State University, 2021, Educational Studies

This dissertation consists of a literature review and two empirical studies that focus on the forethought phase of self-regulated learning. The overall goal was to provide a more thorough understanding of the processes students engage in prior to initiating their academic tasks. This dissertation is composed of five chapters. Chapter One introduces the forethought and connects it importance to both persistence and retention in college. Chapter Two provides a review of theoretical perspectives and the extant empirical research on students' forethought processes. This review is primarily grounded within frameworks of self-regulated learning and identifies and explains the central processes that self-regulated learning researchers have referred to as forethought. In addition, Chapter Two includes a review of the empirical evidence of the relations between students' task engagement and achievement to both establish the importance of forethought and to identify gaps in the literature. Chapter Three presents the findings of an initial empirical study designed to identify college students' forethought. The goal of this qualitative study was to identify the major processes students engage in as they begin to initiate work on academic tasks. Semi-structured interviews were conducted with 23 students enrolled in calculus courses. Then, a grounded theory approach was used to identify the major forethought processes students described. The emergent findings provide an overview of the forethought processes students including identifying goals, ordering and prioritizing tasks, scheduling, storing goals and plans, and regulating goals and plans. In addition, findings suggested that students' forethought is connected to their beliefs about math, prior experiences, and class domain and context. Chapter Four presents a second empirical study focused on college students' forethought processes. The goal of this study was to investigate the importance of students' forethought thr (open full item for complete abstract)

Committee: Christopher A. Wolters (Advisor); Shirley L. Yu (Committee Member); Tzu-Jung Lin (Committee Member); Penny A. Pasque (Committee Member) Subjects: Educational Psychology

Doctor of Philosophy, The Ohio State University, 2021, Educational Studies

This dissertation consists of a theoretical review and two empirical studies investigating college students' academic effort beliefs (AEB) and their relationship to academic functioning. The overarching goal of this project was to (a) better understand how college students think about effort as it relates to their academic endeavors, (b) develop a comprehensive self-report measure of these beliefs, the Academic Effort Beliefs Scale (AEBS), and (c) identify the extent to which these beliefs predict important academic outcomes. A comprehensive literature review of the theoretical and empirical research conducted on students' general effort beliefs was conducted and includes an evaluation of several different conceptualizations of effort beliefs, highlighting their multidimensional nature. This review concludes with a proposal to utilize models of self-regulated learning (SRL) as a guiding framework to further explore the nature of AEB and their associations to academic outcomes. In the first empirical study, a cognitive interviewing procedure (Karabenick et al., 2007) was employed to test college students' ability to successfully engage the cognitive processes necessary to respond to self-report items designed to assess their AEB. These items included modified items from several existing scales and newly-developed items. The results of this study demonstrated students were able to understand AEB items, recall relevant memories, and select appropriate responses. These findings suggested that self-report items are an appropriate means of assessing how students think about effort in academic contexts. In the second empirical study, a large sample of college students responded to the AEBS at the beginning and end of a single semester. Factor analyses revealed the AEBS produced a second-order factor structure comprised of four first-order factors: Ineffectual, Outcome, Internalized, and Difficulty beliefs. Results from a mixed-factorial ANOVA revealed that stude (open full item for complete abstract)

Committee: Christopher Wolters Ph.D (Advisor); Eric Anderman Ph.D (Committee Member); Jerome D'Agostino Ph.D (Committee Member); Lynley Anderman Ph.D (Committee Member) Subjects: Educational Psychology

PHD, Kent State University, 2020, College of Education, Health and Human Services / School of Lifespan Development and Educational Sciences

This pilot study examined the feasibility of guided goal setting within Socratic seminar and its effects on the achievement and motivation of International Baccalaureate students in an MYP language and literature class. Participants were eighth-grade students enrolled in four language and literature classes with the same instructor. The experimental group (two classes, n = 30) received guided goal setting for six weeks, while the waitlist control group (two classes, n = 24) received the intervention during the last two weeks. As this was a pilot study, inferential statistics were limited, and the study focused insteadon descriptive statistics. Descriptive analyses identified many positive outcomes of the guided goal-setting intervention for the experimental group, including increased number of contributions over time. However, when data were examined by race, gender, and goal type, some differences were observed. White students contributed more often during seminar and achieved their goals more frequently than Black students. Female students contributed more frequently during seminar than male students. Students who chose questions or evaluative/interpretative goals made more contributions than students with verbal or factual goals. However, students with questions and factual goals achieved said goals more frequently. The feasibility results and descriptive statistics of this pilot study suggest that guided goal setting resulted in several positive differences in student achievement. A larger-scale study should be conducted with modifications to the research design as indicated. Additional research questions exploring racial, gender, and goal type differences should also be explored.

Committee: Bradley Morris (Advisor); Christopher Was (Committee Member); Patricia Grutzmacher (Committee Member); Andrew Wiley (Committee Member) Subjects: Education; Education Philosophy; Educational Psychology