Date of Award

Spring 2026

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

STEM and Professional Studies

Program/Concentration

Educational Psychology & Program Evaluation

Committee Director

Linda Bol

Committee Member

Kristin Gansle

Committee Member

Eric Schussler

Abstract

Self-regulated learning (SRL) is a critical skill for success in rigorous graduate health professions programs, where students must independently manage complex academic demands. Despite its importance, limited research has examined SRL processes among Doctor of Physical Therapy (DPT) students in the didactic phase of training. Guided by Zimmerman’s cyclical model of self-regulated learning, this study examined SRL behaviors among second-year DPT students and explored how small group learning contexts may influence engagement in SRL processes and academic performance.

This mixed-methods study included 39 DPT students enrolled in a physical therapy program at a public university in the southeastern United States. Selected items from the Academic Self-Regulated Learning Scale (A-SRL-S) were used to measure SRL behaviors associated with the forethought, performance, and reflection phases of Zimmerman’s model. Quantitative survey data were analyzed using analysis of covariance (ANCOVA) to examine post-intervention SRL while controlling for baseline SRL. Midterm examination scores were analyzed using an independent samples t-test to compare academic performance between instructional conditions. Qualitative observational data were collected during a structured exam review session using a protocol aligned with Zimmerman’s model.

Results indicated that, after controlling for baseline SRL, there were no statistically significant differences in post-intervention SRL between instructional conditions, although baseline SRL was a strong predictor of outcomes. Subscale analyses revealed significant interactions between baseline SRL and instructional condition across forethought, performance, and reflection phases, suggesting that the effects of instructional context varied depending on student baseline SRL levels. Results also indicated no statistically significant differences in midterm examination scores between the independent study and small group learning conditions, with students in both groups demonstrating comparable academic performance. Qualitative findings indicated that SRL behaviors were most frequently observed during the performance phase, particularly in collaborative learning contexts. Forethought and reflection behaviors were observed less frequently and were often enacted implicitly rather than through explicit discussion. Observational data further suggested that small group learning supported the externalization of SRL behaviors such as help-seeking, metacognitive monitoring, and strategy use.

Collectively, these findings suggest that small group learning did not produce uniform improvements in self-regulated learning or academic performance but influenced how SRL behaviors were expressed during learning activities. Baseline self-regulated learning emerged as a key factor, with students demonstrating higher initial SRL appearing better able to regulate their learning independently. In contrast, collaborative learning contexts supported the externalization of SRL behaviors, particularly for students with lower baseline SRL. These findings indicate that the effectiveness of instructional context may depend on learner readiness and that gains in SRL may be constrained among higher-performing students with already elevated baseline capacity.

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DOI

https://doi.org/10.25777/1hn8-r436

ISBN

9798197809315

ORCID

0009-0007-1667-560X

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