| This study incorporated the developmental education theory of Wambach and Brothen (2000) and the human development theories of Piaget and Erikson to derive the research goal: Investigate the relationship between student age, level of self-regulated learning, and student performance in developmental education courses. The research subjects included all developmental education students enrolled in a rural community college for the Fall 2005 term (n = 309). The students were enrolled in one or more developmental courses in three subject areas: mathematics, writing, and reading. The developmental students' level of self-regulated learning was measured through the Motivated Strategies for Learning Questionnaire (Pintrich, Smith, Garcia, & McKeachie, 1991). This self-reporting instrument indicated students' scores in fifteen self-regulation categories. In addition, the students' initial skill level was determined by their placement test (COMPASS) scores. The students were tracked for one term and their retention status and developmental course grades were obtained. Multivariate techniques (including correlation analysis, logistic regression, and full and reduced multiple regression) were employed to determine the existence of relationships between the independent and dependent variables.; The study concluded that there was a correlation (ranging from r(309) = .157 to r(309) = .278, alpha < .05) between age and seven of the fifteen self-regulated learning subscales. Reduced multiple regression analysis indicated an association between level of self-regulation and initial skill level in the developmental education courses. Though the adjusted R2 values varied greatly (Mathematics, DeltaR2 = .104; Writing, DeltaR 2 = .070; and Reading, DeltaR2 = .273), the results were statistically significant (alpha < .05) in all cases. Logistic regression revealed no statistically significant relationship using age and level of self-regulation to predict retention status. Reduced multiple regression analysis was successful in establishing the existence of a relationship between self-regulation and student performance in developmental education courses. Again, the adjusted R2 values varied greatly (MTH091, DeltaR2 = .032; MTH098, DeltaR2 = .043; MTH100, DeltaR2 = .193; ENG092, DeltaR2 = .363; ENG093, DeltaR 2 = .111; and RDG082, DeltaR2 = .620). The results were statistically significant (alpha < .05) in all cases. Implications of the research findings to developmental theory and practice are presented. |
