Exploring Student Perceptions of Self-Regulation as a Moderator for Successful Literacy Outcomes: A Multiple Case Study of Fourth-Grade Students

Autor/in	Nellis, Theresa M.
Titel	Exploring Student Perceptions of Self-Regulation as a Moderator for Successful Literacy Outcomes: A Multiple Case Study of Fourth-Grade Students
Quelle	(2017), (153 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Northcentral University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-3551-8204-0
Schlagwörter	Hochschulschrift; Dissertation; Metacognition; Grade 4; Elementary School Students; Academic Achievement; Cognitive Development; Child Development; Child Behavior; Student Attitudes; Emotional Response; Skill Development; Developmentally Appropriate Practices; Student Needs; Classroom Techniques; Teacher Education Programs; Interviews; Case Studies; Qualitative Research; Role; Reading Achievement; Behavior Change + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; School year 04; 4. Schuljahr; Schuljahr 04; Schulleistung; Kognitive Entwicklung; Kindesentwicklung; Schülerverhalten; Emotionales Verhalten; Kompetenzentwicklung; Qualifikationsentwicklung; Entwicklungsbezogene Bildung; Klassenführung; Interviewing; Interviewtechnik; Case study; Fallstudie; Case Study; Qualitative Forschung; Rollen; Leseleistung
Abstract	Self-regulation is a significant predictor of student academic performance, over those traditional measures of intelligence and socioeconomic status. The failure to develop these skills may produce students who are at a four-times greater risk of behavioral issues, school dropout, and poor academic performance. This multiple qualitative case study explored student motivational perceptions of self-regulatory behavior through student interviews to self-modify behavior in an effort to improve reading achievement. The targeted group of 12 fourth-grade students used purposeful sampling from a southeastern elementary school. This study used a theoretical framework that is based upon Jean Piaget's cognitive development theory while outlining the components of the stages of development, childhood behavior and development, and adaptation through assimilation and accommodation (Barrouillet, 2015; Fox & Risconscente, 2008; Piaget, 1964; Sills, Rowse, & Emerson, 2016). The intention of this study was to offer information regarding student perceptions and experiences of fourth-grade students toward the role of self-regulation as it applies to literacy performance. The overall findings of this research study reveal that fourth-grade students think about their emotional response to emotional tension, but additional skill-building activities may serve to further promote this skill development and acquisition. The understanding that is learned from fourth-grade students may directly benefit the study participants and educators to help bridge the gap in the elementary years. The implications for this study include the need for elementary classrooms that are developmentally informed and prepared to meet the ecological needs of students. This includes the need for a systematic change in teacher education programs which often present a fragmented view of classroom management strategies that do not incorporate information specific to the child's developmental level. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01