Self-Regulation & Student Achievement in Mathematics

Date of Award

Fall 10-30-2018

Degree Type


Degree Name

Doctor of Education in Middle Grades Education - Mathematics (Ed.D)


Secondary and Middle Grades Education

Committee Chair/First Advisor

Dr. Mei Lin Chang

Second Advisor

Dr. Corrie Davis

Third Advisor

Dr. Belinda Edwards



Self-Regulation & Student Achievement in Mathematics


DeAnne N. Young

Boom! Bang! Pow! That’s the sound of the rose that broke through concrete defying all odds while remaining and becoming more beautiful for all to marvel. Who exactly is the rose? Urban youth. Students that succeed and contradict educational outcomes and predictions of future success. The purpose of the study is to investigate the influence of self-regulation (SRL) on student achievement in math. Student development of self-regulatory skills in academic and non-academic settings were investigated through mixed methods. Data analysis occurred through use of student surveys, focus groups, and interviews. Student surveys measured how self-regulatory skills are used and developed, how often teachers use Culturally Relevant Pedagogy (CRP) to deliver instruction in math, along with how self-regulation (SRL) is used to influence academic achievement. Purposefully sampled students participated in focus groups to expand the results of the survey giving insight on experiences both in and out of the classroom. Interview and focus group data from teachers and an academic coach elaborated on the experiences of students in academic and non-academic settings in mathematics. In 1999, a collection of poetry written by Tupac Shakur a hip-hop icon was published. “The Rose That Grew From the Concrete”, is a poem that describes circumstances that urban youth encounter. The analogy of urban youth and determined roses were used throughout the study to further investigate the experiences of urban youth, challenges that exist, and how student success is influenced.

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