AUTHOR=Edwards Nishika T. , Khalil Mohammed , Goodwin Rich L. , Nathaniel Thomas 

TITLE=Improving strategic learning and self-regulation skills among underrepresented minority students in a summer research education training program

JOURNAL=Frontiers in Education

VOLUME=8

YEAR=2023

URL=https://www.frontiersin.org/journals/education/articles/10.3389/feduc.2023.1279746

DOI=10.3389/feduc.2023.1279746

ISSN=2504-284X

ABSTRACT=<sec><title>Introduction</title><p>This study examines the effect of educational interventions on strategic learning and self-regulation variables of underrepresented minority students (URMs) who participated in the NIH R25 Research education program.</p></sec><sec><title>Methods</title><p>The LASSI instrument was administered to 21 URMs who participated in the intervention over 2  years. We collected pre- and post-intervention data before and after the educational intervention.</p></sec><sec><title>Results</title><p>There was a significant improvement (<italic>p</italic> &lt; 0.001) in all strategic learning and self-regulation parameters including attitude, concentration, information processing, motivation, selecting main ideas, self-testing, test strategies, and time management for the pre and post-assessments.</p></sec><sec><title>Conclusion</title><p>The results of this study indicate that self-regulated learning strategies in research education programs are important to help URM’s chances of advancing along scientific and educational pathways.</p></sec>