Using Self-regulated Learning Methods to Increase Native American College Retention
Originally Published In
Patterson, Silver Wolf (Adelv Unegv Waya), D. A., Ahuna, K. H., Tinnesz, C. G., & Vanzile-Tamsen, C. (2014). Using self-regulated learning methods to increase Native American college retention. Journal of College Student Retention Research, Theory & Practice, 16(2), 219-237. DOI: http://dx.doi.org/1 0.2190/CS.16.2.d
A big challenge facing colleges and university programs across the U.S. is retaining students to graduation. This is especially the case for Native American students, who have had one of the highest dropout rates over the past several decades. Using data from a large university that implemented a self-regulated learning course for undergraduates, academic success the authors was measured for students who participated with a specific focus of Native American student outcomes. The analyses in this study are based on data for cohorts entering freshmen from fall 2000 through fall 2010 with a sample of 29,319 students, 4,681 (16.0%) of whom successfully completed the SRL course. Results show that the completers are more likely to be retained with specific retention benefits and overall academic success of Native American completers.
Patterson Silver Wolf (Adelv unegv Waya), David A. PhD; Ahuna, Kelly H. PhD; Tinnesz, Christine Gray PhD; and VanZile-Tamsen, Carol PhD, "Using Self-regulated Learning Methods to Increase Native American College Retention" (2014). Brown School Faculty Publications. 27.
This is a manuscript of an article published by Baywood Publishing Co. in Journal of College Student Retention Research, Theory & Practice in 2014 and available online: http://libproxy.wustl.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2014-38139-004&site=ehost-live&scope=site