Build relational school resources (teacher–student relationships, peer support, encouragement, extracurriculars) to scaffold self-regulation for low-efficacy marginalized students¶

Strategy · All strategies
Evidence · 3 claims (2 for, 1 mixed) · 1 study (1 associational), q3 · 0 of 1 report an effect size · 3 claims rest on one study

Description¶

Based on the moderated mediation findings, the authors recommend that schools support the relational resources through which belonging translates into regulated learning for struggling students. They write that "School personnel could support such relational resources, for instance, through strong teacher –student relationships, positive peer support, ideational and emotional encouragement, or extracurricular events," which may help low-efficacy students garner support for regulated learning behaviors and consequently mastery even when they lack self-efficacy.

Design Implications¶

Context¶

Requirements¶

• Requires school communities that can offer relational and emotional-affective support to students who lack confidence in their academic capabilities

Constraints¶

• Grounded in findings for African American and Latino adolescents in urban schools; the mediation was cross-sectional and correlational

Target Learners¶

• Low-efficacy African American and Latino adolescents in urban schools who struggle academically

Target Learning Goals¶

• Self-regulated learning behaviors and mastery orientation

Affordances¶

• Value Belonging Academic Identity Framework

Claims¶

• Self-efficacy moderates the mediating role of SRL between school belonging and mastery, with the strongest mediation for low-efficacy students [+W]
• Self-efficacy did not significantly moderate the mediation of the value-to-mastery relation through SRL [~W]
• SRL partially mediates the positive relations of both academic value and school belonging to mastery orientation among African American and Latino adolescents [+W]

Related Strategies¶

• Structure group work to facilitate collaborative discussions and help-seeking behaviors among peers, particularly for low self-efficacy students

Examples¶

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Key Sources¶

• Jamaal S. Matthews, Meeta Banerjee, Fani Lauermann. (2014). Academic Identity Formation and Motivation Among Ethnic Minority Adolescents: The Role of the “Self” Between Internal and External Perceptions of Identity. Child Development. https://doi.org/10.1111/cdev.12318