The main purpose of this study was to investigate the effects of types of instructional control and the levels of self-regulatory skills at two grade levels on achievement and completion time of instruction. A secondary purpose of this study was to explore student en route data under learner control according to student levels of self-regulatory skills or grade. / A total of ninety-six seventh and ninth grade students participated in the study. Students were randomly assigned to treatment groups. In the learner control group, students were given control over content selection, sequence, amount of practice, amount of review, completion of time, and pace. Students in the program control group were not given control over the instruction except in completion time and pace. All students were given a paper and pencil posttest immediately after completing the instruction and ten days later. / Students with high self-regulatory skills performed better on both tests than those with low self-regulatory skills. However, general results for achievement do not yield a strong effect favoring either program control or learner control. For the completion time of instruction, results indicated that there are no differences between types of instructional control, according to the students levels of self-regulatory skills. A developmental aspect of self-regulatory skills were found by interactions and analysis of en route data. Implications for the further study are also discussed. / Source: Dissertation Abstracts International, Volume: 53-09, Section: A, page: 3094. / Major Professor: Robert M. Morgan. / Thesis (Ph.D.)--The Florida State University, 1992.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_76725 |
| Contributors | Kim, Kyoung-Hee Yoon., Florida State University |
| Source Sets | Florida State University |
| Language | English |
| Detected Language | English |
| Type | Text |
| Format | 141 p. |
| Rights | On campus use only. |
| Relation | Dissertation Abstracts International |
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