Electronic Theses and Dissertations


Emma Gunnett



Document Type


Degree Name

Master of Science


School Psychology

Committee Chair

Elizabeth Meisinger

Committee Member

Randy Floyd

Committee Member

LaTasha Holden


The purpose of the current study was to examine the relation between self-regulated learning, school connectedness, academic engagement, and academic achievement among middle school students. Participants were 149 students from a public middle school in the mid-south region of the United States. Students completed a Qualtrics survey using the Self-Efficacy for Self-Regulated Learning Scale (SESRLS; Usher & Pajares, 2008), the Multidimensional School Engagement Scale (MSES; Wang et al., 2019), and the School Connectedness Questionnaire (SCQ; March & Randolph, 2020). Additionally, GPA data was calculated using their end of year science and math grades. Based on prior literature showing the ways that an engaged environment will build skills in self-regulated learning (Deci & Ryan, 1985, 2008; Ryan & Deci, 2000) as well as demonstrating how self-regulated learning mediates the association between school climate and achievement (Adams et al., 2015), it was hypothesized that self-regulated learning will mediate the association between engagement and achievement as well as connectedness and achievement. Path analysis was used to examine two competing models depicting the relations among the variables of interest in predicting academic achievement. Results revealed that self-regulated learning was not a significant mediator for the relation between engagement and achievement. However, school engagement was found to mediate the relation between SRL and both achievement areas. These findings indicate the importance of bolstering engagement skills in middle school students to support their academic achievement.


Data is provided by the student.

Library Comment

Dissertation or thesis originally submitted to ProQuest


Open Access