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Adolescent self-regulated learning development in school : a psycho-educational perspective

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dc.contributor.advisor Schulze, Salome Moseki, Monkie Muriel 2014-08-25T09:31:45Z 2014-08-25T09:31:45Z 2013-11
dc.identifier.citation Moseki, Monkie Muriel (2013) Adolescent self-regulated learning development in school : a psycho-educational perspective, University of South Africa, Pretoria, <> en
dc.description.abstract High school students need to be equipped with the competencies that may enable them to adapt to the increasing demands of learning in the school and beyond. To this end, the main research question of this study was, namely How can the self-regulated learning of adolescents be developed at high school? The aim of the study was to design, implement and evaluate a study skills programme for high school students. The social-cognitive theory, in particular the self-regulated Learning (SRL) theory, was used as the conceptual framework on which this study was based. An explanatory, sequential, mixed-methods research design was implemented. Purposeful sampling was used to select the participants in the three phases of the research project. Two classes of Grade 10-students (an experimental and a comparison group) from one school participated in the study, as follows: (i) in the first quantitative phase both classes wrote a pre-test, using the Learning and Strategies Inventory - High School Version (LASSI-HS); (ii) this was followed by a qualitative phase over 10 weeks. During this time a programme was implemented with the experimental group, once per week for 30 minutes (during school hours), and a 30 minute session in the afternoons. Individual work was also done with eight students, who were purposefully sampled. Between one and four sessions were held with each of the eight students. During the 10 weeks data were collected continuously by means of individual interviews with the eight students, as well as from their journals. In addition, the researcher collected data by means of field-notes. (iii) After the 10 weeks, the final quantitative phase involved both the experimental and the comparison groups in the writing of a post-test. The results indicated that the programme to enhance the students’ goal-setting, self-monitoring and self-evaluation strategies was successful. The students also indicated an improvement in their attitudes, motivation, information-processing, and in selecting the main ideas in their study material. However, shortcomings were noted in certain areas. Based on the literature and the empirical findings of the study, an improved programme for the development of the adolescents’ SRL in high school was designed. The programme recommended the early commencement of the programme, and that the two problem areas that were identified, namely time-management and motivational strategies be emphasised. en
dc.format.extent 1 online resource (xi, 247 leaves) : col. ill.
dc.language.iso en en
dc.subject Self-regulated learning en
dc.subject High school en
dc.subject Mixed-methods research en
dc.subject Learning and study strategies en
dc.subject Adolescents en
dc.subject Social-cognitive theory en
dc.subject Life orientation en
dc.subject.ddc 373.1302810968
dc.subject.lcsh Learning, Psychology of
dc.subject.lcsh Study skills -- South Africa -- Case studies
dc.subject.lcsh Independent study -- South Africa -- Case studies
dc.subject.lcsh High school students -- South Africa -- Attitudes -- Case studies
dc.subject.lcsh High school students -- South Africa -- Psychology -- Case studies
dc.subject.lcsh Motivation in education -- South Africa -- Case studies
dc.subject.lcsh Achievement motivation in adolescence -- South Africa -- Case studies
dc.title Adolescent self-regulated learning development in school : a psycho-educational perspective en
dc.type Thesis en
dc.description.department Psychology of Education en D. Ed. (Psychology of Education)

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