Abstract

This dissertation uses a three-article dissertation, including a literature review and two research articles, related to the understanding and development of self-regulation (SR). Using the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA), the literature review examined 22 articles researching a self-regulation intervention used in an online, higher education context. The articles included interventions specific to a unique context, interventions used in a specific context but could be easily adapted to other contexts, and generic interventions that could be applied in any context. Important themes revealed in the analysis include the importance of feedback in developing SR, the interaction of SR and autonomy, the contribution of qualitative data, and the effectiveness of SR interventions. The second article investigated an intervention introduced to a higher education, preservice teacher course on teaching in online and blended courses. Participants included 30 students from two sections of the course. Each week students set an SR goal, and then reported on their success in a weekly self-report. Using the results from a pre and posttest SR survey, as well as students' weekly self-reports, final exam reflection data, and student interviews, we conducted limited quantitative analysis and thematic qualitative analysis. The findings indicate that although student progress varied from week to week, students generally felt the process helped them increase in SR. In their weekly self-reflections, students revealed that the process of reflection increased their self-awareness of how to adapt SR principles to their specific needs. They found that increased SR resulted in more positive affect toward their learning and increased their ability to learn effectively. They also indicated that their SR skills carried over into other courses during the semester as well as into the next semester. All but one student felt that the goal setting and self-evaluation process increased their ability to self-regulate and improved their learning. The third article explored the state of student SR in an online secondary school. The data included a survey of student perceptions of their SR in five SR dimensions. It also included interviews with 12 students, 12 parents, and 12 teachers. Analysis of this data revealed that students generally concentrated on the help-seeking and time management SR dimensions, corresponding with the purpose and structure of the school, which emphasizes these two dimensions. Findings also indicated an inaccurate understanding of motivation and poor mental health depressed their ability to work. Finally, all participants noted that students with positive character traits were more likely to have the will to act in a self-regulated manner and progress in their schoolwork and their learning.

Degree

PhD

College and Department

David O. McKay School of Education

Rights

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