Date of Award

Fall 2017

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

STEM and Professional Studies

Committee Director

Tian Luo

Committee Member

Linda Bol

Committee Member

Ginger S. Watson

Abstract

Recent studies indicate a positive correlation between academic performance and metacognitive self-regulation (MSR) and effort regulation (ER). This relationship was explored across performance (e.g., higher and lower) and satisfaction (e.g., satisfied and dissatisfied) levels to help identify which self-regulated learning (SRL) skills were most critical for 102 recent graduates of online high schools. A mixed-methods design was employed to determine use of SRL strategies and to better understand participant experiences while learning online. Responses to surveys, open-ended questions, and ten follow-up interviews were compared and contrasted to assess the level of corroboration between quantitative and qualitative data in this study.

There were three main findings in this study. First, the relationship between SRL and academic performance was not statistically significant. Second, the ER means were higher in both academic performance groups, but not statistically significant. Third, there was a strong positive and statistically significant relationship between SRL and satisfaction. Future areas of research were suggested and insights were offered to secondary and postsecondary level practitioners.

DOI

10.25777/vxxn-4j83

ISBN

9780355806595

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