Effects of Coaching on Self-regulated Learning Strategy Use and Grades

The primary purpose of this mixed methods randomized§two group (experimental and control group) study was§to determine if coaching in the use of self-regulated§learning strategies (SRLS) would result in better§grades and increased attitudes toward SRLS.§Twenty-six undergraduate students participated a§45-minute training session on SRLS. The experimental§group received coaching. The control group was not§provided any intervention besides the initial SRLS§training.§The Motivated Strategies for Learning Questionnaire§(MSLQ), and the Self-regulated Learning (SRL)§Attitude Questionnaire were used to measure the§dependent variables. Other dependent variables were§exam grades and final course grades. No statistically§significant differences were found between the groups§on MSLQ and SRL Attitude Questionnaire scores, exam§grades, or final course grades. Qualitative analyses§revealed patterns of behavior. Some students were§primed to make changes in their self-regulation by§motivation to succeed despite the typical student§challenges. Students who made no changes were§affected by external factors.