Self-Regulated Learning Process Model Used As A Framework For Learning and Work In An English III American Literature Classroom Setting

Abstract

This qualitative case study was conducted in a rural high school classroom setting. The study sought to determine data that reflected how participants’ learning and work were impacted by a teacher-facilitated implementation of Zimmerman’s Self-Regulated Learning Process Model through a Social Cognitive Lens used as a framework for the compilation of an eleventh grade English research project. The research project was assigned to all Standard English III eleventh grade students. Seventeen participants with consent submitted data that was analyzed based on Self-Regulated Questionnaires and Post Interviews. Participants' data were shuffled and randomly organized, with their names removed to ensure objectivity. The study provides evidence that the Phases and subprocesses of the SRL model (Forethought, Performance, and Self-Reflection) impacted learning and work. Subprocesses of Forethought, planning, and organizing, and subprocesses of Performance, environment, and attention focusing were impacted. Qualitative data show that participants responded that the SRL process model impacted intrinsically and extrinsically.