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The Relation Between Self-Regulated Learning and Academic Achievement Across Childhood and Adolescence: A Meta-Analysis
This research synthesis explores how academic achievement relates to two main components of self-regulated learning for students in elementary and secondary school. Two meta-analyses integrated previous findings on (1) the defining metacognitive processes of self-regulated learning and (2) students' use of cognitive strategies. Overall correlations were small (metacognitive processes, r=0.20; cognitive strategies, 1=0.11), but there was systematic variation around both of them. Five moderator analyses were conducted to explain this variation. Average correlations significantly differed based on the specific process or strategy, academic subject, grade level, type of self-regulated learning measure, and type of achievement measure. Follow-up tests explored the nature of these differences and largely support the hypotheses. Theoretical, methodological, and practical implications of these findings are discussed.
Journal Article
Transformational learning in community colleges : charting a course for academic and personal success
\"Transformational Learning in Community Colleges details the profound social and emotional change that nontraditional and historically underserved students undergo when they enter community college. Drawing on case study material and student interviews, the book outlines the systematic supports that two-year institutions must put in place to help students achieve their educational and professional goals. Chad D. Hoggan and Bill Browning articulate the transformative changes that many community college students experience-or need to experience-in order to successfully navigate post-secondary education and launch professional careers. The authors provide a window into the student experience of transformation by drawing on research, theory, and the voices of students. They offer practical guidance on how a renewed focus on student transformational learning can complement the skills curriculum, accelerate current community college reforms, and help lead to higher student success rates in college and careers. The book offers recommendations, classroom practices, and action points that can be integrated systemwide across departments and programs, and tapped by faculty, administrators, staff, and leadership eager to champion student success. These institutional changes, the authors contend, will render the community college a more robust, nimble entity, one capable of supporting students at each critical stage of their academic and emotional development. At a time when community colleges are being called to account for the measurable success of their students-in college and in the workforce-this book is a call to change how they approach their work so that they can fulfill their mission to promote social and economic equity for all of their students\"-- Provided by publisher.
Book
Motivation Interventions in Education: A Meta-Analytic Review
This meta-analysis provides an extensive and organized summary of intervention studies in education that are grounded in motivation theory. We identified 74 published and unpublished papers that experimentally manipulated an independent variable and measured an authentic educational outcome within an ecologically valid educational context. Our analyses included 92 independent effect sizes with 38,377 participants. Our results indicated that interventions were generally effective, with an average mean effect size of d = 0.49 (95% confidence interval = [0.43, 0.56]). Although there were descriptive differences in the effect sizes across several moderator variables considered in our analyses, the only significant difference found was for the type of experimental design, with randomized designs having smaller effect sizes than quasi-experimental designs. This work illustrates the extent to which interventions and accompanying theories have been tested via experimental methods and provides information about appropriate next steps in developing and testing effective motivation interventions in education.
Journal Article
First-Generation College Students as Academic Learners: A Systematic Review
The literature on first-generation college students largely focuses on the challenges and barriers they may experience in college. Yet, we do not have a clear understanding of who these students are as learners. To address this gap, this systematic review examines how scholars study and conceptualize first-generation college students as learners. We found the majority of the literature we reviewed conceptualized them as learners based on their academic performance and the influence of cultures on their learning. These two conceptualizations positioned first-generation college students against normative ways of learning, and in doing so promulgate an assimilation approach in higher education. We found a smaller body of literature that conceptualized first-generation college students as learners whose lived experiences, when connected to academic content, can contribute to their academic learning, advancement of disciplines, self-growth, and community development. We use this alternative view to provide recommendations for studying and working with first-generation college students.
Journal Article
Designing and integrating purposeful learning in game play: a systematic review
Via a systematic review of the literature on learning games, this article presents a systematic discussion on the design of intrinsic integration of domain-specific learning in game mechanics and game world design. A total of 69 articles ultimately met the inclusion criteria and were coded for the literature synthesis. Exemplary learning games cited in the articles reviewed and developed by credible institutions were also analyzed. The cumulative findings and propositions of the game-based learning-play integration have been extracted and synthesized into five salient themes to clarify what, how, where, and when learning and content are embedded in and activated by gameplay. These themes highlight: (a) the types of game-based learning action—prior-knowledge activation and novel-knowledge acquisition, (b) the modes in which learning actions are integrated in game actions—representation, simulation, and contextualization, (c) the blended learning spaces contrived by game mechanics and the game world, (d) the occurrence of meta-reflective and iterative learning moments during game play, and (e) the multifaceted in-game learning support (or scaffolding). Future directions for the design and research of learning integration in digital games are then proposed.
Journal Article
Words as Tools: Learning Academic Vocabulary as Language Acquisition
There is a growing awareness of the importance of academic vocabulary, and more generally, of academic language proficiency, for students' success in school. There is also a growing body of research on the nature of the demands that academic language places on readers and writers, and on interventions to help students meet these demands. In this review, we discuss the role of academic vocabulary within academic language, examine recent research on instruction in academic vocabulary, considering both general academic words and discipline-specific words, and offer our perspective on the current state of this research and recommendations on how to continue inquiry and to improve practice in this area. We use the metaphor of 'words as tools' to reflect our understanding that instruction in academic vocabulary must approach words as means for communicating and thinking about disciplinary content, and must therefore provide students with opportunities to use the instructed words for these purposes as they are learning them.
Journal Article