{"id":{"repo_id":"gmu","oai_identifier":"oai:MARS:1920/10560"},"canonical_url":"https://search.dev.ndltd.org/etd/gmu/oai:MARS:1920/10560","repository":{"repo_id":"gmu","name":"George Mason University","base_url":"https://mars.gmu.edu/server/oai/request"},"display":{"title":"How Do First-Year College Students Experience a Self-Regulated Learning Intervention in a Composition Course","abstract":"This dissertation examines how students experienced and valued a self-regulated learning intervention in their first-year college writing course. This study’s main research question was: how do students experience self-regulated learning in a first-year composition course? The study also looked at the extent to which students valued self-regulated learning and whether they reported altering their writing behaviors as a result of the intervention. Because much of the published research on college students and self-regulated learning is quantitative, conducted in pre-post survey formats, much about the nuances of how students learn to self-regulate, and how they apply self-regulatory practices, is unknown. A longer-term qualitative approach was needed to acquire a richer understanding of how students interact and engage with self-regulatory concepts and strategies. By studying student perspectives on their experiences throughout the semester, educators and researchers alike will gain insight into what matters to students about self-regulation in their first-year writing course, and how self-regulated learning might best be integrated into a content course.","abstract_html":"This dissertation examines how students experienced and valued a self-regulated learning intervention in their first-year college writing course. This study’s main research question was: how do students experience self-regulated learning in a first-year composition course? The study also looked at the extent to which students valued self-regulated learning and whether they reported altering their writing behaviors as a result of the intervention. Because much of the published research on college students and self-regulated learning is quantitative, conducted in pre-post survey formats, much about the nuances of how students learn to self-regulate, and how they apply self-regulatory practices, is unknown. A longer-term qualitative approach was needed to acquire a richer understanding of how students interact and engage with self-regulatory concepts and strategies. By studying student perspectives on their experiences throughout the semester, educators and researchers alike will gain insight into what matters to students about self-regulation in their first-year writing course, and how self-regulated learning might best be integrated into a content course.","abstract_has_math":false,"creators":["Nardacci, Jennifer"],"institution":null,"degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2016,"date_issued":"2016","date_published":"2016","updated_at":"2026-07-27T19:52:04Z","subjects":["Higher education","College students","First-year composition","Metacognition","Phenomenology","Self-regulated learning","Writing"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["hdl:1920/10560"],"render_values":[{"text":"hdl:1920/10560","href":null,"code":true}]}]},"links":{"outbound_url":null,"outbound_label":null,"outbound_source":null},"metadata_groups":[{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.issued","label":"Date","values":["2016"]},{"key":"dc:type","label":"Dc Type","values":["Dissertation"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Higher education","College students","First-year composition","Metacognition","Phenomenology","Self-regulated learning","Writing"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["hdl:1920/10560"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.other","label":"Dc Description Other","values":["This dissertation examines how students experienced and valued a self-regulated learning intervention in their first-year college writing course. This study’s main research question was: how do students experience self-regulated learning in a first-year composition course? The study also looked at the extent to which students valued self-regulated learning and whether they reported altering their writing behaviors as a result of the intervention. Because much of the published research on college students and self-regulated learning is quantitative, conducted in pre-post survey formats, much about the nuances of how students learn to self-regulate, and how they apply self-regulatory practices, is unknown. A longer-term qualitative approach was needed to acquire a richer understanding of how students interact and engage with self-regulatory concepts and strategies. By studying student perspectives on their experiences throughout the semester, educators and researchers alike will gain insight into what matters to students about self-regulation in their first-year writing course, and how self-regulated learning might best be integrated into a content course."]},{"key":"dc:title","label":"Title","values":["How Do First-Year College Students Experience a Self-Regulated Learning Intervention in a Composition Course"]}]}],"canonical_facts":{"dc:date.issued":["2016"],"dc:description.other":["This dissertation examines how students experienced and valued a self-regulated learning intervention in their first-year college writing course. This study’s main research question was: how do students experience self-regulated learning in a first-year composition course? The study also looked at the extent to which students valued self-regulated learning and whether they reported altering their writing behaviors as a result of the intervention. Because much of the published research on college students and self-regulated learning is quantitative, conducted in pre-post survey formats, much about the nuances of how students learn to self-regulate, and how they apply self-regulatory practices, is unknown. A longer-term qualitative approach was needed to acquire a richer understanding of how students interact and engage with self-regulatory concepts and strategies. By studying student perspectives on their experiences throughout the semester, educators and researchers alike will gain insight into what matters to students about self-regulation in their first-year writing course, and how self-regulated learning might best be integrated into a content course."],"dc:identifier":["hdl:1920/10560"],"dc:subject":["Higher education","College students","First-year composition","Metacognition","Phenomenology","Self-regulated learning","Writing"],"dc:title":["How Do First-Year College Students Experience a Self-Regulated Learning Intervention in a Composition Course"],"dc:type":["Dissertation"]},"updated_at":"2026-07-27T19:52:04Z"}