Self-regulated learning refers to students taking responsibility for what and how they learn in the classroom, and how it affects their thoughts and actions in their academic requirements. This action research case study sought to investigate the use of self-regulated learning (SRL) strategies and beliefs of secondary high school juniors enrolled in the International Baccalaureate English A1 curriculum at an urban secondary school. The focus of this study was students' behavior and beliefs through LASSI testing, phenomenological interviews, student journaling, classroom observations, and artifacts in an authentic classroom setting in the final semester of their junior year.
The self-regulated learning strategies of Zimmerman and Pons (1986) were the foundation for this study in an attempt to align the SRL strategies and student beliefs with the International Baccalaureate student profile. Data were gathered through LASSI testing, triadic interviews, student journaling, external observations, and artifacts (an assigned research paper), and the results triangulated with the International Baccalaureate student profile and mission of "learning to learn."
Emerging themes became apparent and were explored as the interview process continued at 3-week intervals. The emerging self-efficacy beliefs and strategy use elicited future questions as the results were analyzed and new interview questions were formulated. LASSI testing results were compared with students' interviews and journaling, as well as their reflection letters concerning their research projects.
The SRL strategy of collective efficacy, or social assistance from peers, is considered to be the key factor in achieving academic success by all the subjects. The successful students employed forethought and goal-setting, and strategic planning, and found particular intrinsic value in their academic tasks. They valued student engagement, social assistance, and self-control processes. Their volition, or will to succeed, overcame earlier stress and anxiety, as strong collective efficacy meshed with their individual academic goals.
This study demonstrated the importance of determining and examining student beliefs concerning their use of SRL strategies and perceived self-efficacy in academic settings: accurate and continuous feedback is essential for student success. Self-efficacy and student autonomy are necessary in a student-centered classroom, and the demonstration and incorporation of SRL strategies could aid in promoting "learning to learn" at all levels of any English Language Arts curriculum.