رسالة جامعية
A Mixed-Methods Investigation of a Self-Regulated Learning Intervention on Student Veteran and Non-Traditional Student College Success
| العنوان: | A Mixed-Methods Investigation of a Self-Regulated Learning Intervention on Student Veteran and Non-Traditional Student College Success |
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| اللغة: | English |
| المؤلفون: | Julie Hansen Shank |
| المصدر: | ProQuest LLC. 2024Ph.D. Dissertation, George Mason University. |
| الإتاحة: | ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml |
| Peer Reviewed: | N |
| Page Count: | 348 |
| تاريخ النشر: | 2024 |
| نوع الوثيقة: | Dissertations/Theses - Doctoral Dissertations |
| Education Level: | Adult Education Higher Education Postsecondary Education |
| Descriptors: | Nontraditional Students, Veterans, Veterans Education, Intervention, Success, Outcomes of Education, Undergraduate Students, Research Universities, Public Colleges, Self Management, Learning Strategies, Seminars, Introductory Courses |
| ردمك: | 979-83-8171-674-0 |
| مستخلص: | As student veterans and service members (SVSM) continue to pursue post-secondary education, the body of literature contains multiple studies of transition and acculturation, but little empirical assessment of programs and services to support SVSM and address factors of student success, including academic achievement, engagement in educationally purposeful activities, satisfaction, acquisition of desired knowledge, skills and competencies, persistence, and attainment of educational objectives. The current study fills that gap through examination of a self-regulated learning intervention in an introductory seminar course. I combine Bronfenbrenner's ecological systems and social cognitive theory as a framework to help illuminate factors that influence the results of the study. Through a mixed-methods study of longitudinal concurrent explanatory design, a quasi-experimental intervention was combined with interview evidence to describe the differences and understand how changes occur in student success variables as a result of a self-regulated learning intervention. Participants were recruited from two sections of ALDC 300 undergraduate students, including SVSM and non-traditional students, in an adult learner degree completion program, ALDC Program, at a large, public, research one (R1) institution in a mid-Atlantic state, Metro U, to participate in the study. As a result of the intervention, the expected changes in self-regulated learning behaviors and elements of student success were not seen; only limited increases in success variables were seen. Interviews revealed what participants did and did not learn as a result of the intervention, and themes described the complexity of life and robust support systems that impact student success. Themes of time and the value of a degree were also influential to student success. Mixing also shed light on multiple threats to validity which would not have been discovered in a monomethod study. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| URL الوصول: | https://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:30990638 |
| رقم الأكسشن: | ED645855 |
| قاعدة البيانات: | ERIC |
| ردمك: | 979-83-8171-674-0 |
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