Effects of Coaching on Self-regulated Learning Strategy Use and Grades
A Study Using Coaching to Improve Self-regulated Learning Strategy Use and Academic Performance in a Entry-level Nursing Course
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The primary purpose of this mixed methods randomizedtwo group (experimental and control group) study wasto determine if coaching in the use of self-regulatedlearning strategies (SRLS) would result in bettergrades and increased attitudes toward SRLS.Twenty-six undergraduate students participated a45-minute training session on SRLS. The experimentalgroup received coaching. The control group was notprovided any intervention besides the initial SRLStraining.The Motivated Strategies for Learning Questionnaire(MSLQ), and the Self-regulated Learning (SRL)Attitude Questionnaire were used to measure th...
The primary purpose of this mixed methods randomized
two group (experimental and control group) study was
to determine if coaching in the use of self-regulated
learning strategies (SRLS) would result in better
grades and increased attitudes toward SRLS.
Twenty-six undergraduate students participated a
45-minute training session on SRLS. The experimental
group received coaching. The control group was not
provided any intervention besides the initial SRLS
training.
The Motivated Strategies for Learning Questionnaire
(MSLQ), and the Self-regulated Learning (SRL)
Attitude Questionnaire were used to measure the
dependent variables. Other dependent variables were
exam grades and final course grades. No statistically
significant differences were found between the groups
on MSLQ and SRL Attitude Questionnaire scores, exam
grades, or final course grades. Qualitative analyses
revealed patterns of behavior. Some students were
primed to make changes in their self-regulation by
motivation to succeed despite the typical student
challenges. Students who made no changes were
affected by external factors.
two group (experimental and control group) study was
to determine if coaching in the use of self-regulated
learning strategies (SRLS) would result in better
grades and increased attitudes toward SRLS.
Twenty-six undergraduate students participated a
45-minute training session on SRLS. The experimental
group received coaching. The control group was not
provided any intervention besides the initial SRLS
training.
The Motivated Strategies for Learning Questionnaire
(MSLQ), and the Self-regulated Learning (SRL)
Attitude Questionnaire were used to measure the
dependent variables. Other dependent variables were
exam grades and final course grades. No statistically
significant differences were found between the groups
on MSLQ and SRL Attitude Questionnaire scores, exam
grades, or final course grades. Qualitative analyses
revealed patterns of behavior. Some students were
primed to make changes in their self-regulation by
motivation to succeed despite the typical student
challenges. Students who made no changes were
affected by external factors.
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