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THE EFFECT OF READING SELF-EFFICACY, EXPECTANCY-VALUE, AND
METACOGNITIVE SELF-REGULATION ON THE ACHIEVEMENT AND
PERSISTENCE OF COMMUNITY COLLEGE STUDENTS ENROLLED IN BASIC
SKILLS READING COURSES
by
Ayesha Kecell Lindsey Randall
A Dissertation Presented to the
FACULTY OF THE ROSSEIR SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION
August 2008
Copyright 2008 Ayesha Kecell Lindsey Randall
Object Description
| Title | The effect of reading self-efficacy, expectancy-value, and metacognitive self-regulation on the achievement and persistence of community college students enrolled in basic skills reading courses |
| Author | Randall, Ayesha Kecell Lindsey |
| Author email | esha_bell@yahoo.com; lindsey@post.harvard.edu |
| Degree | Doctor of Education |
| Document type | Dissertation |
| Degree program | Education (Leadership) |
| School | Rossier School of Education |
| Date defended/completed | 2008-05-06 |
| Date submitted | 2008 |
| Restricted until | Unrestricted |
| Date published | 2008-07-31 |
| Advisor (committee chair) | Dembo, Myron |
| Advisor (committee member) |
Hocevar, Dennis Rueda, Robert |
| Abstract | The low retention rate of low aptitude, at-risk students has been a longstanding issue. Studies have revealed that students who possess high reading self-efficacy, place high value on and expect positive results from their academic goals, and employ metacognitive self-regulation are more likely to achieve and persist. The objective of this study was to investigate the effect of reading self-efficacy, expectancy-value, and metacognitive self-regulation on the achievement and persistence of community college students enrolled in basic skills reading courses. Community college students (N=77) completed a survey that assessed their reading efficacy, expectancy-value orientations, and their use of metacognitive self-regulatory strategies. Contrary to the researcher’s expectations and previous research, results indicate that these motivational variables have no significant relationship with their achievement or persistence. Possible reasons for this outcome, implications for self-efficacy, and future research are discussed. |
| Keyword | reading; motivation; self-efficacy; expectancy-value; metacognitive; metacognition; self-regulation; achievement; persistence; community college; basic skills; developmental; remedial |
| Language | English |
| Part of collection | University of Southern California dissertations and theses |
| Publisher (of the original version) | University of Southern California |
| Place of publication (of the original version) | Los Angeles, California |
| Publisher (of the digital version) | University of Southern California. Libraries |
| Type | texts |
| Legacy record ID | usctheses-m1493 |
| Rights | Randall, Ayesha Kecell Lindsey |
| Repository name | Libraries, University of Southern California |
| Repository address | Los Angeles, California |
| Repository email | http://www.usc.edu/isd/libraries/services/ask_a_librarian/email/ |
| Filename | etd-Randall-2029 |
| Archival file | uscthesesreloadpub_Volume14/etd-Randall-2029.pdf |
Description
| Title | Page 1 |
| Full text | THE EFFECT OF READING SELF-EFFICACY, EXPECTANCY-VALUE, AND METACOGNITIVE SELF-REGULATION ON THE ACHIEVEMENT AND PERSISTENCE OF COMMUNITY COLLEGE STUDENTS ENROLLED IN BASIC SKILLS READING COURSES by Ayesha Kecell Lindsey Randall A Dissertation Presented to the FACULTY OF THE ROSSEIR SCHOOL OF EDUCATION UNIVERSITY OF SOUTHERN CALIFORNIA In Partial Fulfillment of the Requirements for the Degree DOCTOR OF EDUCATION August 2008 Copyright 2008 Ayesha Kecell Lindsey Randall |
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