The purpose of this study was to identify differences in metacognitive and self-regulated learning strategies used by students in a self-paced, computer-based developmental mathematics program (DMP) and how these strategies accounted for differences in persistence and performance observed among the students. Five research questions guided the…

The purpose of this quantitative predictive correlational study was to examine if, and to what extent, a predictive relationship existed between charismatic teaching and students' intrinsic and extrinsic motivation in community colleges in the Northwest United States. The theoretical foundation for this research was the charismatic leadership…

This study focused on the self-directed learning strategies of dual enrollment students. The use of self-directed learning strategies has been increasing throughout industry. The focus of the study was to examine the difference between the dual enrollment and a traditional student's self-directed learning strategies. The Motivated Strategies for…

The current study explored the differential influences that behavioral learning strategies (i.e., cognitive-metacognitive, resource management), motivational profiles, and academic anxiety appraisals have on college-level learners in two unique learning contexts. Using multivariate analysis of variance and discriminant analysis, the study first…

The current study explored the impact of internal and external barriers (e.g., academic anxiety, employment) that place subgroups of college students at risk for academic failure in the first year. The mitigating potential of academic resource management strategies (e.g., time-study environment) was also examined. In a sample of 885 first-semester…

This is an extended conference proceedings report [Long Paper] based on a shorter contributed report at the same conference. A variety of computerized learning platforms exist. In mathematics, most include sets of problems to complete. Feedback to users ranges from a single word like "Correct!" to offers of hints and partially- to…

The effects of training in self-regulation on metacognition and math achievement were investigated. The participants were 116 community college students enrolled in developmental math courses. Students enrolled in 16 classrooms were randomly assigned to the treatment and control groups. Participants in the treatment group completed four…

The effects of training in self-regulation on metacognition and math achievement were investigated in this study. The moderator effect of gender, age and ethnicity on the relationships between training and the outcomes of metacognition and math achievement were also explored. The participants for this study were 116 community college students…

The purpose of this study was to investigate whether high student accountability and formative assessment affected student motivation, learning and resource management strategies, and achievement in developmental algebra I. The setting was a fifteen-week semester at a community college in suburban New York. Two sections of developmental algebra I…

The development of effective self-regulated learning strategies is of interest to educationalists. In this paper, we examine inherent individual difference in self-regulated learning based on Motivated Learning for Learning Questionnaire (MLSQ) using the cluster analytic approach and examine cluster difference in terms of self-determination theory…

This study examined the hypothesis that mastery orientation would increase for college students enrolled in courses that incorporated self-assessment. Early in the spring 2013 semester, 216 community college students enrolled in 16 different general education and developmental courses volunteered to participate and completed a demographic/goal…

The purpose of this action research study was to determine the effectiveness of two online college success courses: CPD 150 (College Success, 3 credits) and CPD 115 (Success Strategies, 1 credit), at Rio Salado College, a Maricopa Community College in Arizona. The goal of these courses is to prepare students to be college-ready by examining…

This study was designed to examine performance as a function of grade and course satisfaction in online undergraduate level courses, specifically students' self-efficacy for online technologies and self-regulated learning strategies. This research included a sample (N = 815) of community college students enrolled in liberal arts online courses…

This study investigated the construct validity of an online version of the Motivated Strategies for Learning Questionnaire (MSLQ) for use with community college students. The MSLQ which is an 81-item, self-report inventory which consists of 2 sections and 15 scales that assesses college students' motivational orientations and learning strategies.…