Fostering academic self-regulation in the classroom: a self-regulated learning intervention
Bibliographic record
Abstract
Improving self-regulation in academics is an important goal in many educational interventions for all ages.This research proposes a novel intervention that provides opportunity for high school students to learn about and engage in the self-regulated learning process.Teachers at a Canadian high school were trained by the researcher to deliver lesson plans that followed the self-regulated learning process.Teachers taught these lessons to their students in the classroom during class time.Students reflected on their beliefs about learning, set goals in an academic domain, and used evidence-based self-regulation strategies to maintain the self-regulated learning process.Students receiving the intervention were compared to a control group receiving no interventions.A new self-report measure of academic self-regulation was developed and validated.No improvements in academic self-regulation were observed.Investigation of these results explore why no significant results were observed.Barriers exist in the implementation of evidence-based practice that must be addressed in future implementation research, which are discussed in relation to the current intervention.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.000 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.002 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.001 | 0.003 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".