Date of Award

Spring 6-2020

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Education

First Advisor/Committee Member

Christopher Sink

Second Advisor/Committee Member

Rick Eigenbrood

Third Advisor/Committee Member

Andrew Lumpe

Keywords

Academic self-regulation, Metacognition, MSLQ, Japanese college student, Quantitative research, the two way repeated-measure ANOVA

Abstract

The ability to self-regulate is important for students at any level, especially for those in college, as they need to process a large volume of information and material a short span of time as they study. Competent self-regulated learners have the knowledge and strategies needed to learn and remember information along with the ability to apply the skills to specific learning task (Bembenutty, 2009, 2011; Ruban, 2006; Schunk & Zimmerman, 2011).

Though more than a few decades have passed since academic self-regulation has been a focus in the field of educational psychology in Japan, the focus on self-regulation has concentrated on middle school to junior high school students in the area of mathematical learning (Ichikawa, Seo, & Uesaka, 2007; Uesaka, Manalo, & Ichikawa, 2007). Few studies have confined the effectiveness of metacognitive training among Japanese college students.

Using a convenience sample from Japanese private Christian colleges, the intervention of metacognitive strategies such as goal setting, time-management, and self-control was implemented. Research question 1 attempted to determine if there was a significant difference between the groups Treatment and Comparison on the MSLQ scores. Research question 2 attempted to determine if there was a significant difference in the MSLQ scores by gender. Research question 3 attempted to determine if there was a significant effect for group by gender. A nonequivalent comparison-group design with repeated-measure was employed in this study. The design included three independent variables: a) Group (treatment and comparison9, b) Gender (male and female), and c) Testing (pretest, posttest, and posttest 2). The dependent variable was the self-regulation scores derived from two subscales, Motivation and Metacognition, of the Motivated Strategies for Learning Questionnaire (MSLQ). Inferential analysis was accomplished using two-way repeated-measures ANOVA.

Despite the lack of finding statistical significance in this study, the students’ reflections written after each intervention session offered insight into the possible effectiveness of teaching self-regulated learning to Japanese college students. Further studies are needed with a larger sample size to determine whether or not the results of this study would hold true for other populations.

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