Jaclynne Nimon

Date Approved


Embargo Period


Document Type


Degree Name

M.S.T. Teaching


Teacher Education


College of Education

First Advisor

Lee, Valarie




Elementary Education and Teaching


The purposes of this inquisitive investigation were to (a) gain an insight into the self-regulation strategies that third grade students naturally engage in, (b) to teach specific self-regulation strategies to these students, and to (c) explore the effects of utilizing such strategies on different aspects of academic performance. Throughout the study students demonstrated a wide range of strategy use, before and after teaching about self-regulation. The majority of the data collected illustrates several positive impacts on both test grades and homework completion for the 14 participants in the study, who are in the third grade, when multiple self-regulation strategies are used to study or complete assignments at home. Data in the form of pre and post surveys, group discussions, interviews, test grades, and homework assignments are analyzed. The results of the study illustrate several patterns related to self-regulation strategy use and academic performance. Essentially the data shows that when students use different self-regulation strategies in and out of the classroom, there are positive effects. Such positive effects, discussed in more detail in chapter 4, include higher grades on tests, more accurate and thorough homework completion, and a greater level of independence and personal accountability during independent work time. Results of the study and implications for future teachers or researchers interested in the topic, which includes holding a workshop for other faculty members about self-regulation and perhaps teaching these skills to your students, are subsequently discussed in more detail.