A phenomenological study: The benefits of self-regulation regarding student achievement, social adjustment, and empowerment.

摘要

This qualitative phenomenological case study investigated the lived experiences and perceptions of a purposive sample of 20 high school seniors to determine the methods of self regulation that they used that contributed to their successful student achievement, social adjustment, and empowerment to take responsibility for their education and actions. These experiences and perceptions were analyzed from interview data gathered from the participants. The purpose of the study was to determine the methods of self-regulation used by the participants and how those methods contributed to success in the overall high school experience. The data analysis provided opportunities to link leadership with teaching practices and administrative policy. The findings determined which methods of self-regulation predominated and led to the academic and social success of the participants. It is believed that these methods could be modeled, taught, and perhaps even expected of students who are not achieving at their fullest potential. This research presented the lived experiences and perceptions of the participants and demonstrated the benefits of self-regulation in helping them to achieve overall success in high school. The study also determined concerns for teaching these concepts to students by potential and current educators.