Who Am I as a Learner? The Effects of a Self-Regulated Learning Intervention on Ninth Graders’ Academic Self-Concepts and Intrinsic Motivation

The transition from middle school to high school is a notoriously difficult one, and a student’s success in ninth grade is typically a predictor of future success in high school. Unfortunately, many ninth graders struggle to engage in school. Despite their capability to complete the work, these students appear unmotivated and simply disengaged from school. In this action research case study, three students had the opportunity to share their education stories and the experiences that have shaped their academic self-concepts. These students also participated in a self-regulated learning intervention to determine if students’ feelings of autonomy, competence, and relatedness could be changed in a way that had a positive impact on their levels of motivation and their academic self-concepts. It was revealed that these students had had negative experiences in school that had a lasting impact on their identity as learners. Their participation in the intervention also revealed that when students have the opportunity to engage in self-reflection around their use of self-regulation practices, they can begin to reflect on how their actions may have an impact on their learning. This dissertation includes a discussion of the methodology used to conduct this research as well as the findings and implications that this study could have on future instructional practices.