APS
2025 APS Annual Convention · 2025
Self-Regulated Learning in High-Impact Tutoring: A Mixed Methods Case Study
Session: Poster Session V
Authors
- Christine NardelliPresenting Author
College of Education and Human Development - GMU - Anastasia Kitsantas
George Mason University - Roberto Pamas
George Mason University - Scott Katelyn
George Mason University - Wahidi Sahar
George Mason University - Mckeen Haley
George Mason University - Hosek Beth
George Mason University
Abstract
This exploratory mixed-methods case study examines the effectiveness of a virtual high-impact tutoring program grounded in self-regulated learning (SRL). The empirical study involved 12 fifth-grade students from an elementary school receiving science-based literacy instruction. Findings indicated this tutoring program led to improvements in tutor instructional practices and tutee academic outcomes.
Studying and Learning
