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Parents' Roles in Adolescent Self-Regulated Learning: A Mixed Methods Study

Hammons, Leigh N
http://orcid.org/0000-0001-6028-7590
http://rave.ohiolink.edu/etdc/view?acc_num=ucin1511861032843592

Abstract Details

2017, PhD, University of Cincinnati, Education, Criminal Justice, and Human Services: Educational Studies.
This study looked beyond the self in self-regulated learning (SRL), recognizing that others (e.g., parents) play a role in adolescents’ developing SRL. A sequential explanatory mixed methods design was used to explore the role parents play in seventh and eighth grade adolescents’ acquisition of six SRL strategies (rehearsal, organization, elaboration, planning, monitoring, and regulating). For the first, quantitative phase, 46 parent/adolescent pairs were surveyed. The highest mean from both parents and adolescents was for the cognitive strategy of rehearsal, while the lowest mean from both parents and adolescents was for the metacognitive strategy of planning. Cohen’s kappa was used to determine similarity between parent/adolescent pairs’ survey data, thereby determining the participants for the second, qualitative phase. Individual, qualitative interviews were held with six parent/adolescent pairs, exploring parents’ and adolescents’ perceptions of parents’ expectations, how SRL strategies were used, how adolescents learned the strategies, parent involvement in homework and studying, parents’ self efficacy in their ability to support their children's learning, adolescents’ strengths and struggles, and how SRL has changed for adolescents from previous years. Finally, integrated mixed methods results connected quantitative and qualitative results and provided detailed and nuanced descriptions of SRL strategies and parental behaviors aimed at inducing those strategies. Methodological, theoretical, and practical implications are also discussed. Findings from the current study, based on parents’ and adolescents’ personal narratives, offer detailed insight into adolescents’ SRL strategies, as well as parent involvement practices that are accessible to parents from diverse demographics. Parents, teachers, and other education stakeholders can share these findings in an effort to improve adolescents’ SRL through active engagement by parents.
Rhonda Brown, Ph.D. (Committee Chair)
Vanessa Allen-Brown, Ph.D. (Committee Member)
Marcus Johnson, Ph.D. (Committee Member)
Education
Self regulated learning; Parents; Adolescents; Parent involvement; Mixed methods

Recommended Citations

Citations

  • Hammons, L. N. (2017). Parents' Roles in Adolescent Self-Regulated Learning: A Mixed Methods Study [Doctoral dissertation, University of Cincinnati]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1511861032843592

    APA Style (7th edition)

  • Hammons, Leigh. Parents' Roles in Adolescent Self-Regulated Learning: A Mixed Methods Study. 2017. University of Cincinnati, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=ucin1511861032843592.

    MLA Style (8th edition)

  • Hammons, Leigh. "Parents' Roles in Adolescent Self-Regulated Learning: A Mixed Methods Study." Doctoral dissertation, University of Cincinnati, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1511861032843592

    Chicago Manual of Style (17th edition)

ucin1511861032843592
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© 2017, all rights reserved.
This open access ETD is published by University of Cincinnati and OhioLINK.