Self-Regulated Learning in High-Impact Tutoring: A Mixed Methods Case Study

Washington, DC · May 2025

Poster · General

Christine Nardelli
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

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Self-Regulated Learning in High-Impact Tutoring: A Mixed Methods Case Study

Abstract

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