| Abstract: |
This paper describes research evaluating one intervention model designed to promote self-regulated learning by postsecondary students with learning disabilities, the Strategic Content Learning (SCL) approach. SCL aims to teach students to engage recursively in the full set of activities central to self-regulation by providing calibrated (scaffolded) support as students self-regulate their engagement in tasks. The paper summarizes results from four studies evaluating SCL efficacy as a model for providing individual tutoring for learning disabled postsecondary students. In the first study, one instructor provided individualized tutoring to 6 students, and in the second, 3 instructors tutored 13 students. The third and fourth studies provided SCL support to 12 and 9 students respectively. Results of the four studies suggest that participants benefit from SCL instruction. Analyses reveal positive shifts in students' knowledge and beliefs central to effective self-regulation, including metacognitive strategies about tasks, strategies, and self-monitoring, perceptions of task-specific self-efficacy, and attributional beliefs. Findings suggest that students improved in implementation of component cognitive processes and in coordination of learning activities. (Contains 3 figures, 3 tables, and 58 references.) (SLD) |