The Influence of Student Voice and Self-Regulated Learning on State Testing Performance
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Authors
Smith, Ryan A.
Issue Date
2024
Type
Dissertation
Language
Keywords
Educational Leadership , Self Efficacy , Self-Regulated Learning , Student Climate Surveys , Student Voice
Alternative Title
Abstract
The literature on self-regulated learning recognizes that it is far more difficult for schools to improve when they do not have the proper conditions in place to form and foster favorable self-regulatory climates. In the years following the COVID pandemic, school leaders, especially those in low-SES schools, face numerous pressures to enact change and positively improve school outcomes. Attempting to address those challenges alone ignores the complex social systems extant in schools. Using adaptive leadership as a lens, the purpose of this study was to examine the role student stakeholders play in school academic improvement. This study uses existing student voice data, via school climate survey responses, to examine how school-wide attitudes about student SRL efficacy influence student growth on state criterion-referenced tests (CRTs) in Nevada's Title I elementary schools. A quantitative methodology was used with a path analysis research design to examine the causality of student SRL efficacy on school CRT growth. The results were mixed. A fitted causal model was obtained for CRT growth in English Language Arts (ELA), but not for mathematics. Examination of the climate survey items' ability to elucidate SRL climate, and the causal effects they have on CRT growth in ELA, have implications for classroom instructional practices, student voice leadership in schools, and how state Departments of Education implement school climate surveys.