Electronic Theses and Dissertations



Document Type


Degree Name

Doctor of Education


Instruction & Curriculum Leadership

Committee Chair

Amanda Rockinson-Szapkiw

Committee Member

Nichelle C. Robinson

Committee Member

Logan Caldwell

Committee Member

Jessica Herring


Nationally, teacher candidates struggle to pass the Praxis examination, which they need to be licensed. Little research has been done to examine the characteristics and learning strategies of teacher candidates who pass and who do not pass the Praxis examination. Studies have shown benefits in the use of self-regulation and achievement in courses and on other examinations. Zimmerman’s (1989) self-regulated learning theory describes how teacher candidates engage in self-directed planning, learning, and reflecting to achieve a goal. The purpose of this dissertation is to describe the purpose, method, design, and analysis of a predictive study to determine whether self-regulation, as measured by the Motivated Strategies for Learning Questionnaire (MSLQ), predicts success or failure on the Praxis examination. The MSLQ was disseminated to graduate and undergraduate teacher candidates who have taken the Praxis at least once at a mid-sized Southeastern university. A binominal logistic regression was conducted to determine whether teacher candidates’ levels of self-regulation were predictive of their performance on the Praxis examination, controlling for race/ethnicity, gender, and traditional/non-traditional status. The results of the study indicated that self-regulation was predictive of whether candidates passed or failed the Praxis examination. The model predicted 81.7% of the variance between teacher candidates who passed and those who failed the Praxis examination. The results of the study contribute to the literature by identifying skills that are associated with teacher candidates passing the Praxis examination.


Data is provided by the student.

Library Comment

Dissertation or thesis originally submitted to ProQuest


Open Access