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Core Components and Empirical Foundation of the Self-Regulation Empowerment Program (SREP) in School-Based Contexts

  • Timothy J. ClearyEmail author
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Abstract

Self-regulated learning (SRL) is widely regarded as a core twenty-first century skill that is strongly related to students’ academic and social-emotional functioning. Accordingly, researchers have developed myriad applied SRL interventions for implementation within school-based contexts. The primary purpose of this chapter is to provide an overview of the theoretical foundation, instructional components, and empirical evidence supporting the effectiveness of the Self-Regulation Empowerment Program (SREP). Grounded in social-cognitive model of SRL and strategy development, SREP is designed to enhance students’ capacity to take on greater responsibility and strategic control over their learning and academic behaviors. Trained coaches implement SREP typically with small groups of students multiple times per week typically over the course of three to four months. Through modeling, guided practice, and structured reflection activities, students learn to become more proficient in using task-specific and SRL strategies as they strive to overcome common challenges and barriers while learning course-specific content or preparing for tests. Initial evidence from case study design and experimental methodologies reveal that SREP is a promising academic intervention for improving the motivation, strategic skills, and academic success of middle school and high school students. It has also been identified as a socially valid intervention as conveyed by students, teachers, and parents.

Keywords

Self-regulated learning SRL Self-Regulation Empowerment Program SREP Cognitive engagement Learning strategies 

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Copyright information

© Springer Nature Switzerland AG 2020

Authors and Affiliations

  1. 1.Department of School PsychologyRutgers, The State University of New JerseyPiscatawayUSA

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