Self-Efficacy, Subjective Norms, Self-Regulated Learning: An Application of the Theory of Planned Behavior With GEAR UP Students

IF 0.8 4区教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH

Education and Urban Society Pub Date : 2022-05-05 DOI:10.1177/00131245221092744

James M. Ellis, Lumas J. Helaire

引用次数: 1

Abstract

Racial-ethnic and low-income youth have differential access to key educational resources that promote learning and college readiness. College readiness programs provide activities, resources, and experiences that support learning. Yet little is known about the influence of adults and peers in shaping students’ beliefs and expectations as learners. This study examined the extent to which GEAR UP adolescent self-regulated learning was influenced by perceptions of adult and peer behavioral expectations. Among the 118 adolescent participants, perceived behavioral expectations of a parent or guardian was found to be the strongest determinant of self-regulated learning. Implications and directions for future research are discussed.

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自我效能感、主观规范、自我调节学习:计划行为理论在GEAR UP学生中的应用

族裔青年和低收入青年在获得促进学习和大学准备的关键教育资源方面存在差异。大学准备计划提供支持学习的活动、资源和经历。然而，对于成年人和同龄人在塑造学生作为学习者的信念和期望方面的影响，我们知之甚少。本研究考察了GEAR UP青少年自我调节学习受成人和同伴行为期望感知的影响程度。在118名青少年参与者中，父母或监护人的感知行为期望被发现是自我调节学习的最强决定因素。讨论了今后研究的意义和方向。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Education and Urban Society Multiple-

CiteScore

3.00

自引率

8.30%

发文量

期刊介绍： Education and Urban Society (EUS) is a multidisciplinary journal that examines the role of education as a social institution in an increasingly urban and multicultural society. To this end, EUS publishes articles exploring the functions of educational institutions, policies, and processes in light of national concerns for improving the environment of urban schools that seek to provide equal educational opportunities for all students. EUS welcomes articles based on practice and research with an explicit urban context or component that examine the role of education from a variety of perspectives including, but not limited to, those based on empirical analyses, action research, and ethnographic perspectives as well as those that view education from philosophical, historical, policy, and/or legal points of view.lyses.