This research examines the trajectories of children’s self-regulation (SR), motivation and achievement during the early school years. In one study, we are asking: (a) Do teachers’ ratings of children’s SR at the end of kindergarten predict their self-regulated learning and academic achievement at the end of grades 1, 2, and 3? and (b) How do children’s classroom experiences effect the relationship between SRL and achievement and individual children’s achievement, motivation, and SR profiles? In a parallel study, we are asking: What happens for children’s development of SR when whole schools adopt a goal of supporting self-regulation over time?
We are collecting mixed and multi-level data from teachers’ ratings of their students’ SR, observations of tasks and activities in classroom contexts, and samples of children’s work. Our first wave of data was collected in summer 2012. Data collection will continue through 2015.
Project Manager: Nikki Yee
For more resources on web questionnaire, please click here (password-protected).
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