A Mixed methods intervention study on the relationship between self-regulatory training and university students’ strategy use and academic achievement

Thesis Type: Doctorate

Institution Of The Thesis: Middle East Technical University, Turkey

Approval Date: 2013

Thesis Language: English

Student: Seniye Vural



This mixed methods intervention study aims to investigate the self-regulated learning strategies (SRL) that university students reportedly used before and after the SRL intervention and the relationship between the intervention and students’ SRL awareness, reported use of SRL strategies, and their academic achievement. The study was conducted at the department of English Language and Literature of a state university in Turkey. A questionnaire was adapted from the Motivated Strategies for Learning Questionnaire (MSLQ) and administered before and after the intervention. Participants were offered self-regulatory training during which they were expected to assume the control of their learning process. Throughout the training, students identified their academic deficiencies, set goals to overcome them, and planned and implemented SRL strategies to attain their goals. They also completed weekly homework and took weekly quizzes to gauge the effectiveness of their strategies on their academic improvement towards their goals. In addition, they kept weekly journals in which they reflected on the process of their self-regulation. At the end of the training, they were administered the questionnaire again to examine any changes in their awareness or strategy use throughout the training. The results indicate that students reported using mostly resource management, especially environmental management, strategies and metacognitive strategies. An important finding was that means and frequencies of the strategies increased during the training, and t-test results showed statistically significant differences between the means. Finally, students’ quiz scores increased, although not consistently, and the results revealed statistically significant differences between quizzes 1-6, 2-6, 3-6, 4-6, and 5-6.