November 13th, 2020

Title: Supporting self-management and academic engagement in graduate level behavior analytic course work

Author: Meghan Brahm, Ph.D., BCBA., LBA-CT. Assistant Professor, Southern Connecticut State University

Abstract: Given the increase in online psychology programs, the need to support student’s proficiency in self-managed academic behaviors continues to grow. Self-regulated learning strategies and academic self-efficacy have been studied in relation to both traditional and online learning. Research has shown factors such as metacognition, effort regulation, critical thinking, and academic self-discipline to be related to academic success. However, there remains a gap in understanding the discrete behaviors and operations which predict online success. Additionally, there remains a difficulty in supporting students who lack these skills and related motivation through online course completion. This presentation will discuss the use of electronic self-management methods applied to observable and measurable academic behaviors. Discussion will offer a framework for the use of student lead self-management tools specific to graduate level applied behavior analysis courses.

Learning objectives:

1. Identify discrete behaviors predictive of academic success.

2. Describe barriers to academic success in virtual environments.

3. Describe how self-management strategies may impact student’s academic behavior.

To register and for more info, visit the Online Teaching of Psychology Conference page