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Football Study Hall and Self-regulat...

Schwartz, Seth M.

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Football Study Hall and Self-regulated Learning.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Football Study Hall and Self-regulated Learning./
作者:	Schwartz, Seth M.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2018,
面頁冊數:	62 p.
附註:	Source: Dissertation Abstracts International, Volume: 79-10(E), Section: A.
Contained By:	Dissertation Abstracts International79-10A(E).
標題:	Educational psychology. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10808878
ISBN:	9780438020221

Football Study Hall and Self-regulated Learning.
Schwartz, Seth M.

Football Study Hall and Self-regulated Learning. - Ann Arbor : ProQuest Dissertations & Theses, 2018 - 62 p.

Source: Dissertation Abstracts International, Volume: 79-10(E), Section: A.

Thesis (Ph.D.)--Purdue University, 2018.

The present study sought to determine whether there were differences among football student-athletes' (FSAs') self-regulated learning (SRL) and first-semester achievement depending on the type of study hall---traditional (TSH), objective-based (OBSH) or objective-based plus weekly academic success strategy instruction (OBSH-Plus)---implemented at their institution. The SRL measures included self-efficacy, use of cognitive strategies, and use of metacognitive strategies. After examining the distribution of FSA's ethnicity and high school academic achievement (i.e., high school GPA and ACT scores) across programs, it was determined that the FSAs in the OBSH and the OBSH-Plus were comparable in these areas, however they differed significantly from the FSAs in the TSH program. FSAs in the TSH program had significantly higher high school achievement and a greater proportion of students were White/Caucasian compared to those in either of the OBSH programs. These unexpected differences did not allow for a meaningful comparison between FSAs at the TSH institution and those at either of the OBSH institutions. Therefore, the present study focused on possible differences in first semester SRL and academic achievement between the two OBSH institutions---one which implemented OBSH without weekly academic success strategy instruction and the other which implemented OBSH and included weekly academic success strategy instruction with their FSAs (OBSH-Plus).

ISBN: 9780438020221Subjects--Topical Terms:

517650
Educational psychology.

Football Study Hall and Self-regulated Learning.
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520 $a The present study sought to determine whether there were differences among football student-athletes' (FSAs') self-regulated learning (SRL) and first-semester achievement depending on the type of study hall---traditional (TSH), objective-based (OBSH) or objective-based plus weekly academic success strategy instruction (OBSH-Plus)---implemented at their institution. The SRL measures included self-efficacy, use of cognitive strategies, and use of metacognitive strategies. After examining the distribution of FSA's ethnicity and high school academic achievement (i.e., high school GPA and ACT scores) across programs, it was determined that the FSAs in the OBSH and the OBSH-Plus were comparable in these areas, however they differed significantly from the FSAs in the TSH program. FSAs in the TSH program had significantly higher high school achievement and a greater proportion of students were White/Caucasian compared to those in either of the OBSH programs. These unexpected differences did not allow for a meaningful comparison between FSAs at the TSH institution and those at either of the OBSH institutions. Therefore, the present study focused on possible differences in first semester SRL and academic achievement between the two OBSH institutions---one which implemented OBSH without weekly academic success strategy instruction and the other which implemented OBSH and included weekly academic success strategy instruction with their FSAs (OBSH-Plus).
520 $a There were no significant differences at Time 1 between the two OBSH institutions for any of the SRL measures, indicating that FSA's SRL was similar. A multivariate analysis of variance (MANOVA) at the end of the semester indicated a statistically significant difference among FSAs' SRL by study hall program. Follow-up analysis of variance (ANOVA) results indicated that at the end of the semester there was a significant difference between programs in FSAs' metacognitive strategy use. No significant difference between programs was found for self-efficacy, use of cognitive strategies, or first-semester GPA. The significant differences in use of metacognitive strategies by the OBSH-Plus FSAs could, over time (i.e., beyond one semester), foster greater achievement and self-efficacy, compared to the OBSH FSAs.
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