Increasing Classroom Participation and Improving Writing: Self-Regulated Strategy Instruction

Abstract

Background

Two challenges that psychology faculty face are encouraging classroom participation and improving writing.

Objective

This article details the implementation of self-assessment, goal setting, and reflection activities to increase classroom participation and improve writing.

Method

The sample includes 25 students in a developmental psychology course. At the start of the term, students were asked to write two participation goals and two writing goals, and to reflect on them during the term. Pre- and postsurveys and student reflections were analyzed.

Results

All students met at least two of their goals. Themes that emerged from the qualitative analysis include: (1) participation and writing can be improved with practice and become easier over time; (2) these skills are interconnected; and (3) writing specific and realistic goals that are revisited frequently benefits students.

Conclusion

This study shows that psychology students can be taught to become more self-regulated learners through self-assessment, goal setting, and self-reflection activities.

Teaching Implications

Teaching self-regulation skills related to participation and writing is an effective instructional strategy for increasing classroom participation and improving writing in psychology courses.

Keywords

self-regulation classroom participation writing skills goal setting

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