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Beyond Goal Setting and Planning: An Examination of College Students' Forethought as a Key Component of Self-Regulated Learning- [electronic resource]
Beyond Goal Setting and Planning: An Examination of College Students' Forethought as a Key Component of Self-Regulated Learning- [electronic resource]
상세정보
- 자료유형
- 학위논문파일 국외
- 최종처리일시
- 20240214101937
- ISBN
- 9798380183291
- DDC
- 370
- 서명/저자
- Beyond Goal Setting and Planning: An Examination of College Students Forethought as a Key Component of Self-Regulated Learning - [electronic resource]
- 발행사항
- [S.l.]: : The Ohio State University., 2021
- 발행사항
- Ann Arbor : : ProQuest Dissertations & Theses,, 2021
- 형태사항
- 1 online resource(194 p.)
- 주기사항
- Source: Dissertations Abstracts International, Volume: 85-03, Section: A.
- 주기사항
- Advisor: Wolters, Christopher A.
- 학위논문주기
- Thesis (Ph.D.)--The Ohio State University, 2021.
- 사용제한주기
- This item must not be sold to any third party vendors.
- 초록/해제
- 요약This 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 through the lens of self-regulated learning. Using emergent data from Study 1, an instrument that measured college students' forethought was created. Then, path analysis was used to examine the relationships among students' forethought, self-efficacy, task engagement, and performance. The results from this study suggest that forethought is a positive predictor of both deep learning strategies and positive achievement emotions. In turn, positive achievement emotions predict students' performance.Together, the dissertation chapters inform frameworks of self-regulated learning by elaborating on students' forethought processes. The findings from Study 1 and Study 2 provide evidence of the existence and importance of the processes college students engage in as they begin to initiate work on academic tasks. In addition, these findings provide practical implications for college students and higher education practitioners.
- 일반주제명
- Educational psychology.
- 일반주제명
- Higher education.
- 일반주제명
- Education.
- 키워드
- Forethought
- 키워드
- Goal setting
- 키워드
- Planning
- 키워드
- College students
- 기타저자
- The Ohio State University Educational Studies
- 기본자료저록
- Dissertations Abstracts International. 85-03A.
- 기본자료저록
- Dissertation Abstract International
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
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■00520240214101937
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■007cr#unu||||||||
■020 ▼a9798380183291
■035 ▼a(MiAaPQ)AAI30723855
■035 ▼a(MiAaPQ)OhioLINKosu162064070487204
■040 ▼aMiAaPQ▼cMiAaPQ
■0820 ▼a370
■1001 ▼aBrady, Anna C., Brady.
■24510▼aBeyond Goal Setting and Planning: An Examination of College Students' Forethought as a Key Component of Self-Regulated Learning▼h[electronic resource]
■260 ▼a[S.l.]:▼bThe Ohio State University. ▼c2021
■260 1▼aAnn Arbor :▼bProQuest Dissertations & Theses, ▼c2021
■300 ▼a1 online resource(194 p.)
■500 ▼aSource: Dissertations Abstracts International, Volume: 85-03, Section: A.
■500 ▼aAdvisor: Wolters, Christopher A.
■5021 ▼aThesis (Ph.D.)--The Ohio State University, 2021.
■506 ▼aThis item must not be sold to any third party vendors.
■520 ▼aThis 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 through the lens of self-regulated learning. Using emergent data from Study 1, an instrument that measured college students' forethought was created. Then, path analysis was used to examine the relationships among students' forethought, self-efficacy, task engagement, and performance. The results from this study suggest that forethought is a positive predictor of both deep learning strategies and positive achievement emotions. In turn, positive achievement emotions predict students' performance.Together, the dissertation chapters inform frameworks of self-regulated learning by elaborating on students' forethought processes. The findings from Study 1 and Study 2 provide evidence of the existence and importance of the processes college students engage in as they begin to initiate work on academic tasks. In addition, these findings provide practical implications for college students and higher education practitioners.
■590 ▼aSchool code: 0168.
■650 4▼aEducational psychology.
■650 4▼aHigher education.
■650 4▼aEducation.
■653 ▼aSelf-regulated learning
■653 ▼aForethought
■653 ▼aGoal setting
■653 ▼aPlanning
■653 ▼aCollege students
■690 ▼a0525
■690 ▼a0745
■690 ▼a0515
■71020▼aThe Ohio State University▼bEducational Studies.
■7730 ▼tDissertations Abstracts International▼g85-03A.
■773 ▼tDissertation Abstract International
■790 ▼a0168
■791 ▼aPh.D.
■792 ▼a2021
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T16935473▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
■980 ▼a202402▼f2024
