dc.contributor.advisor | Forsyth, Patrick | |
dc.contributor.advisor | Adams, Curt | |
dc.contributor.author | Murillo-Wilbur, Lyda | |
dc.date.accessioned | 2014-12-10T22:19:17Z | |
dc.date.available | 2014-12-10T22:19:17Z | |
dc.date.issued | 2014 | |
dc.identifier.uri | https://hdl.handle.net/11244/13863 | |
dc.description.abstract | Purpose. The purpose of this research was to examine the relationship between school conditions (namely: autonomy support, competence support, and relational support) and student self-efficacy for self-regulated learning (SESRL) through the lens of psychological needs theory.
Method. This study used de-identified data from 949 students nested in 79 elementary and secondary schools in an urban school district. Using HLM 7, three models were produced. First, a one-way random-effects ANOVA was used to partition self-efficacy for self-regulated learning variance into student and school factors. Second, a random coefficient regression model was used to assess the influence of poverty and minority status on self-efficacy for self-regulated learning. Third, while statistically controlling for student background characteristics, a Random-Effects ANCOVA model was used to assess whether self-efficacy for self-regulated learning was equivalent across the three school level predictor variables: autonomy support, competence support, and relational support.
Results. Findings indicate that self-efficacy for self-regulated learning does vary across urban schools, with the strongest predictor of self-efficacy for self-regulated learning being relational support, followed closely by competence support, and lastly influenced by autonomy supportive conditions.
Implications. Educators can develop school conditions that promote student self-efficacy for self-regulated learning.
Keywords. Autonomy support, competence support, psychological needs, relational support, school conditions, self-efficacy, self-regulation, self-regulated learning, self-efficacy for self-regulated learning, urban schools. | en_US |
dc.language | en_US | en_US |
dc.subject | Education, Educational Psychology. | en_US |
dc.subject | Education, Social Sciences. | en_US |
dc.subject | Education, General. | en_US |
dc.subject | Education, Curriculum and Instruction. | en_US |
dc.title | AUTONOMY SUPPORT, COMPETENCE SUPPORT, AND RELATIONAL SUPPORT CAN FOSTER SELF-EFFICACY FOR SELF-REGULATED LEARNING IN URBAN SCHOOLS | en_US |
dc.contributor.committeeMember | Edwards, Beverly | |
dc.contributor.committeeMember | Frick, William | |
dc.contributor.committeeMember | Lloyd-Jones, Brenda | |
dc.date.manuscript | 2014 | |
dc.thesis.degree | Ed.D. | en_US |
ou.group | Jeannine Rainbolt College of Education::Department of Educational Leadership and Policy Studies | en_US |