Developmental College Student Self-Regulation: Results from Two Measures

Abstract

This study compared 34 lower-achieving (developmental) first-time college students' self-reported self-regulation strategies from a Likert scale to those they reported in structured interviews. Likert scales have offered convenient administration and evaluation and have been used to identify what and how learners study. The reported study activity of regular admission college students' has predicted their subsequent college achievement; in the same study, responses did not support concurrent validity for the lower-achieving students (Nist, Mealey, Simpson, & Kroc, 1990). College students who failed to meet regular admission requirements enrolled in 2 sections of a college study skills course reported significantly different strategy use between their Likert and interview responses on five of the fifteen strategies classified by each of the measures.

Additional information

Notes on contributors

Dawn Young

Dawn Young is Executive Dean of Instruction at Bossier Parish Community College. Prior to that she taught criminal justice, psychology and education courses and served as director of Institutional Research. As Dean, she assigns advisors, ensures that all students have the opportunity to evaluate instruction, and approves students for graduation. In addition, she currently teaches Introduction to Education and Educational Psychology by web-based delivery. Her Ed.D. in Developmental Education was earned from Grambling State University in 1992. For correspondence concerning this manuscript, please contact her at the College, 6220 East Texas St., Bossier City, Louisiana, 71111. E-mail: [email protected]. Kathryn Ley is an Associate Professor and the Program Coordinator for Instructional Technology, School of Education, University of Houston—Clear Lake, Houston, Texas. She teaches upper division and graduate instructional technology courses, and has designed and delivered graduate distance web courses in learning theory, project management and performance technology. Her Ph.D. in Instructional Systems was earned from Florida State University, 1989.

Kathryn Ley

Dawn Young is Executive Dean of Instruction at Bossier Parish Community College. Prior to that she taught criminal justice, psychology and education courses and served as director of Institutional Research. As Dean, she assigns advisors, ensures that all students have the opportunity to evaluate instruction, and approves students for graduation. In addition, she currently teaches Introduction to Education and Educational Psychology by web-based delivery. Her Ed.D. in Developmental Education was earned from Grambling State University in 1992. For correspondence concerning this manuscript, please contact her at the College, 6220 East Texas St., Bossier City, Louisiana, 71111. E-mail: [email protected]. Kathryn Ley is an Associate Professor and the Program Coordinator for Instructional Technology, School of Education, University of Houston—Clear Lake, Houston, Texas. She teaches upper division and graduate instructional technology courses, and has designed and delivered graduate distance web courses in learning theory, project management and performance technology. Her Ph.D. in Instructional Systems was earned from Florida State University, 1989.