In the transition to middle school, students often experience declines in achievement because they lack the requisite self-regulatory skills to manage their coursework. The purposes of this case study were to explore one approach to this problem. This study investigated middle school students' and teachers' perceptions of the Dunn, Dunn, and Price Learning Styles Profiles and the ways students use the profiles as self-regulatory (SR) resources. Teachers' recommendations for more effective uses of the profiles were also explored. Zimmerman's Cyclical Model of SR and the Dunn and Dunn Learning Styles Model formed the study's conceptual frameworks. Data included individual interviews with 10 students and 5 teachers, observations of the students, and Study Strategies Logs. The constant comparative method was used for data analysis. Although the students revealed limited SR abilities, they believed that the profiles were valuable learning resources that enabled them to arrange more effective study environments. The teachers believed that the profiles were beneficial SR aids; however, they found them to be ineffective as instructional resources. Recommendations stemming from this study focus on the need for instruction in study and SR skills in middle schools. This study contributes to social change by proposing methods to help early adolescents become more self-directed and proactive learners. Through learning style-based instruction in self-regulation, middle school students can develop the ability to control their academic performance. This instruction would provide students with the tools to become life-long learners and more competent, resourceful professionals in society's workforce.Students Assignments Study techniques Grades earned Andre Vocabulary quiz Flash cards memorization None Arthur Did not complete N/A 20: English quiz Casey Answer textbook questions worksheets (2) Watched Novellas extra-help withanbsp;...
|Title||:||Middle Level Students' Perceptions of Their Dunn, Dunn, and Price Learning Styles Profiles and the Impact on Students' Self-regulatory Processes|
|Author||:||Diane Mary Caruso|
|Publisher||:||ProQuest - 2008|