An Academic Self-Regulation Program for First-Generation Students in Occupational Therapy: A Preexperimental Study.
First-generation students at U.S. universities have lower academic performance than their continuing-generation counterparts. They also have a lower level of academic self-regulation and academic self-efficacy. Bandura's social cognition theory and Zimmerman's self-regulation theory were used as the...
| Publicado en: | Open Journal of Occupational Therapy (OJOT) Vol. 13; no. 1; pp. 1 - 25 |
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| Autor principal: | |
| Formato: | clinical trial research tables/charts Journal Article |
| Publicado: |
Open Journal of Occupational Therapy
Winter2025
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=182588008&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 182588008 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 21686408 HDL1 jtl: Open Journal of Occupational Therapy (OJOT) issn: 21686408 maglogo: N pubinfo: dt: Winter2025 vid: 13 iid: 1 pid: 94241 pub: Open Journal of Occupational Therapy place: Kalamazoo, Michigan artinfo: ui: 182588008 182588008 182588008 10.15453/2168-6408.2254 182588008 ppf: 1 ppct: 24 formats: fmt: @attributes: type: P tig: atl: An Academic Self-Regulation Program for First-Generation Students in Occupational Therapy: A Preexperimental Study. aug: au: Ham, Pola affil: Touro University - USA sug: subj: Education, Occupational Therapy Students, Occupational Therapy Psychosocial Factors Self Regulation Student Assistance Programs Confidence Student Experiences Evaluation Student Knowledge Evaluation Academic Performance Evaluation Human Male Female Adult United States Clinical Trials Multimethod Studies Purposive Sample Task Performance and Analysis Goal-Setting Self Assessment Program Implementation Program Evaluation Questionnaires Adult: 19-44 years Male Female ab: First-generation students at U.S. universities have lower academic performance than their continuing-generation counterparts. They also have a lower level of academic self-regulation and academic self-efficacy. Bandura's social cognition theory and Zimmerman's self-regulation theory were used as theoretical frameworks to guide an intervention program relating to self-efficacy and self-regulation. A pretest and posttest survey measured changes in the participants' use of the academic self-regulatory strategies and level of confidence in using those strategies. An open-ended questionnaire provided a detailed account of the participants' lived experiences of the program. The researcher-facilitator designed an academic self-regulation program using Zimmerman's (1998) self-regulated learning framework to increase the use of academic self-regulatory strategies and confidence in using the strategies among first-generation students in occupational therapy. The results of the survey revealed statistically significant changes in the participants' use of academic self-regulatory strategies and level of confidence after the intervention. The participants also reported that the program improved their academic goalsetting, self-assessment, self-reflection and implementation of various strategies to improve their learning. Overall, the program improved the participants' use of academic self-regulatory strategies and confidence in using those strategies. Findings from this study can inform occupational therapy programs about the benefits of an academic self-regulation program on students' learning, which has implications for their academic performance and overall success in the program. pubtype: Academic Journal doctype: clinical trial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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