PERC 2024 Abstract Detail Page
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| Abstract Title: | Comparing the evolution of self-regulated learning behaviors to academic performance, personality, and self-efficacy in an introductory physics class |
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| Abstract Type: | Contributed Poster Presentation |
| Abstract: | This work details the development of an SRL instrument designed to identify key self-regulatory constructs in an undergraduate introductory physics classroom. Confirmatory factor analysis supported a four-factor model measuring Planning, Time & Environment Management, Comprehension Monitoring & Evaluation, and Peer Learning & Help-Seeking as unique facets of self-regulated learning. While most behaviors did not significantly evolve over one semester, students reported significantly lower scores on the Comprehension Monitoring & Evaluation factor between the beginning and end of the semester. Higher performing students, as measured by their average homework grades, scored significantly higher on the Time & Environment Management factor and the Peer Learning & Help-Seeking factor at both time points. Additionally, SRL behaviors were significantly predicted by personality facets from the Big Five Inventory, with Conscientiousness, Extraversion, and Openness being the most related to certain behaviors. |
| Session Time: | Poster Session 2 |
| Poster Number: | B28 |
| Contributed Paper Record: | Contributed Paper Information |
| Contributed Paper Download: | Download Contributed Paper |
Author/Organizer Information | |
| Primary Contact: |
Danielle Maldonado West Virginia University Morgantown, WV 26505 Phone: 830-221-5848 |
| Co-Author(s) and Co-Presenter(s) |
John Stewart (he/him), West Virginia University |
Contributed Poster | |
| Contributed Poster: | Download the Contributed Poster |
